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Explore the exciting world of science and learn about math, physics, biology, and social topics in a fun and entertaining way through easy to digest videos. Enjoy lessons on demand presented by the world's best tutors and educational content creators, for the first time in your native language. Plus all content is part of the Creative Commons movement, making it free, shareable and universal.

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SWR Landesschau bei mir zuhause!

Ja verrückt. Nachdem ich vor kurzem noch bei RNF war, war gestern der SWR bei mir zu Hause und wir haben fast 4 Stunden gemeinsam über mich und mein Leben gesprochen und das war eine super tolle Erfahrung für mich. 

Wenn du auf einmal in der Presse bist :) yeahhh

Letzte Woche erst der Artikel in unserer regionalen Tageszeitung der Rheinpfalz und heute freue ich mich darauf, dass der SWR mit der Landesschau vorbeikommt und eine Reportage über mich macht. Themen sind mein Tourette Syndrom mein Startup alugha und meine Musik. 

Zeitreise der Gefühle: Von Freude, Schmerz und Neuanfang

Komm Lass Uns Tanzen! Der Refrain mit soviel Botschaft. Mein neuer Song kommt bald raus! Hört euch auch die erste und die zweite Strophe an! #singersongwriter #indierock #westernhagen In diesem Video tauchen wir tief in eine bewegende Geschichte ein, die von Erinnerungen, Freude und dem Wunsch nach

Komm Lass Uns Tanzen - 1. Strophe

Wie schön ist es, wenn man mit dem Tanz alles verbinden kann und die Liebe vielleicht dadurch ein Stück weit schöner wird. Mein neuer Song mit dem Titel. Komm, lass uns tanzen hier die erste Strophe.

In Dieser Zeit zu Weihnachten

Einen Tag vor Weihnachten muss ich natürlich noch einmal was posten, damit ihr wisst, ich bin immer noch da und ich werde euch noch länger mit meiner schönen deutschen handgemachten Musik schöne Singer-Songwriter Songs auf die Nerven gehen.

Stille Räume und verlorene Erinnerungen

Dieses Video entführt dich in eine Welt der Stille und Reflexion. Leere Tische und stille Räume symbolisieren Momente des Innehaltens, in denen wir uns selbst verlieren und gleichzeitig wiederfinden. Die zurückzeichnenden Bewegungen in der Luft erinnern an vergangene Zeiten und laden dazu ein, über

Axis & Coordinates | Graphs | Maths | FuseSchool
Learn about graphs. In this introductory video we will introduce coordinates, quadrants and the two axis: x-axis and y-axis. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | ZHO | RUS | FRA
2:46|10/15/2020
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Circle Theorems Part 2 | Geometry & Measures | Maths | FuseSchool
Let’s discover some more circle theorems so that we can solve all types of geometrical puzzles. We discovered these 4 theorems in part 1: Angle at the centre is double the angle at the circumference The angle in a semi-circle is 90 degrees Angles in the same segment are equal / Angles subtended by the same arc are equal Opposite angles in a cyclic quadrilateral add up to 180 degrees. Circle theorems - Part 1: https://bit.ly/3bWjVe4 Circle Terminology - Radius Diameter Sector Segment Chord Arc Tangent: https://bit.ly/3c1D8Ly Watch part 3 to discover the final 2 theorems that involve intersecting chords. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | CAT | SPA | ARA | DEU | RUS
3:36|3/5/2021
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Area of Triangle 1/2absinC c | Trigonometry | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool If we don't have the vertical height of a triangle, then we can find the area of the triangle using 1/2absinC. In this video we are going to discover where this formula comes from. The formula is based on area = 1/2 base X height and also using sin(angle) = opposite / hypotenuse. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | CAT | SPA | ZHO | DEU | ARA
1:20|6/25/2020
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Green Chemistry - Principle 2 | Environmental Chemistry | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about the principles of green chemistry as a part of the environmental chemistry topic. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ZHO | ARA | RUS
1:34|7/2/2020
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Transverse & Longitudinal Waves | Waves | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Waves transfer energy from one place to another. You should already know how to describe them in terms of frequency, wavelength and amplitude. In this video we’re going to look at the two ways they can be classified. Waves are produced as a result of vibrations and can be classified as transverse or longitudinal. Whether they are transverse or longitudinal depends upon how the particles are made to vibrate as the energy passes. Let’s look at longitudinal first. This is where the particles vibrate parallel to the direction in which the wave of energy is travelling. Notice that the ends of the slinky don’t ever leave the hands holding them. It’s only the energy that travels. The places where the coils, or particles, are bunched together are called compressions. Where they are furthest apart are called rarefactions. An example of longitudinal waves is sound. When a drum is struck, the drum skin vibrates, which causes the air particles next to it to vibrate. This causes the next air particle to vibrate, then the next, and so on until the vibration reaches the ear causing the eardrum to vibrate. The vibrating air spreads away from the source, creating a sound wave. Let’s look at the other type of wave: Transverse waves. The hand moves up and down, as does the slinky. But the wave itself moves from left to right. So the particles vibrate at 90 degrees to the direction that the energy is moving. We can simply think of it as, in longitudinal waves the hand pulses horizontally (pushing and pulling) and the wave (energy) also moves horizontally (back and forward). Whereas in transverse waves, the hand moves up and down but the wave (energy) still moves horizontally. Again - the ends of the slinky never leave the hands holding it. It’s just the energy that moves along. Transverse waves are usually used to show the wavelength and amplitude. See if you can remember how to label the amplitude and wavelength on the diagram. The waves on the surface of water are transverse waves; they make the water surface go up and down. All types of electromagnetic waves, like visible light, are also transverse waves. So, now you should be able to describe the differences between transverse waves and longitudinal waves. Remember it is the energy and not the slinky itself that travels. CREDITS Animation & Design: Waldi Apollis Narration: Ian Horsewell Script: Leanne Hawthorne Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA
2:56|4/24/2020
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Rationalising The Denominator | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we discover what rationalising the denominator is and how to do it. The denominator is the bottom part of a fraction. Rationalising the denominator is when we move a root from the bottom - the denominator - to the top (the numerator). For a surd to be in it’s simplest form, the denominator cannot be irrational. We cannot have a root in the denominator. It isn’t wrong to have a root at the bottom - it just isn’t considered the simplest form. To move a root from the denominator, we need to multiply the top and bottom both by the root. Sometimes there is more than just a root in the denominator. When this happens, we need to multiply by the WHOLE of the denominator but change the sign. So if it was root 2 plus 3 then we need to multiply both the numerator and the denominator by root 2 MINUS 3. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA
3:43|4/21/2020
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Percentage Increase & Decrease - Using Multipliers | Number | Maths | FuseSchool
In this video we are going to look at how to do percentage increases and decreases, using multipliers. You should already know what percentages are, and how to find them. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | DEU | ARA | RUS
3:48|6/24/2021
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Perimeter | Geometry & Measures | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Here, we have 3 farmers Bob, Jack and Jill. They need to fence their fields to stop their sheep from running away. However, they’re not too sure how much fencing to buy, especially since their fields have different shapes. In order to determine the length of fencing that they need, we’re going to use a concept called the perimeter. In this video, we learn how to work out the Perimeters of their fields which has different shapes. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA | HRV
4:00|4/17/2020
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Green Chemistry Principles - Reduce Derivatives | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the principle of green chemistry that considers reducing derivatives, as a part of environmental chemistry. Functional groups are the sites in a molecule where a reaction occurs. Some molecules may have more than one functional group which may be a problem if you’re carrying out a reaction, but you only want the reaction to occur at one particular functional group. To prevent the other functional groups from reacting, we must “protect” them. To do so, we must add a protecting group, or a derivative. These groups are also called blocking groups. This can be an issue because it costs time and energy to add and remove these protecting groups. Chemists, in an effort to be more environmentally friendly, are developing chemoselective methods and syntheses - this means that the reaction will happen only at a particular functional group. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
1:39|7/1/2020
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Making Yoghurt | Health | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool I’m sure you know that yoghurt comes from milk. But did you know that bacteria are also a key ingredient? Yes – bacteria! But don’t worry, these are good bacteria and are often called probiotics. Your gut has thousands of types of bacteria happily living inside, whose job it is to aid digestion. Yoghurt is thought to be a good vehicle to bring more of these good bacteria in. So in this video, we’re going to learn a bit more about how yoghurt is made. First off we need milk. Before we start the next steps, all of our equipment needs to be sterilised to kill off any unwanted bacteria and other microorganisms. Now we’re ready to start. The milk is heated to somewhere between 85 and 95 degrees celsius for between 15 and 30 minutes. This is a process called pasturisation, and is also done to kill off any bacteria and other microorganisms that are naturally found in the milk. The milk is then homogenised. This breaks down the fat droplets in milk to make them smaller so that they stay suspended in the yoghurt, rather than sinking and making it all lumpy. So we’ve sterilised our equipment, then pasturised and homogenised the milk. Now the mixture is cooled to 40 to 45 degrees Celsius and we add our special yoghurt-making bacteria. The mixture needs to be cooled first so that the bacteria aren’t killed by the high temperature. You might be wondering why on earth are we adding bacteria when we’ve gone to all the effort so far of killing all the bacteria? We’re adding lactic acid bacteria, which are also used in cheese manufacturing. The two species used to make yoghurt are lactobacilli and streptococci. But don’t worry, you don’t need to learn these names, just remember that lactic acid bacteria are added. These lactic acid bacteria are known as the starter culture. The bacteria ferment the milk and change it into yoghurt. Lactose is the main sugar in milk, and during fermentation the bacteria turn the lactose into lactic acid. The bacteria also start to digest the milk proteins. Fermentation takes many hours and during this time, the mixture is kept at the optimum temperature of 40 to 45 degrees celsius so that the bacteria can work fastest. As fermentation produces lactic acid, a type of acid, the pH of the milk drops to about pH 4.4. This is why natural yoghurt has a sharp, tangy taste. As the pH levels drop, the milk solidifies to become raw yoghurt. Once the pH drops too low, the lactic-acid bacteria that make the yoghurt also stop working so the yoghurt doesn’t become too solid. The pH drop also stops any bad bacteria growing. The solidification happens because the proteins begin to coagulate. Coagulation is when something which is liquid turns into a more solid state. So we’ve sterilised our equipment, then pasturised and homogenised the milk. Added lactic acid bacteria so fermentation happens, and then coagulation. The mixture is now stirred and cooled to 5 degrees celsius. And we’ve made natural, unflavoured yoghurt! At this stage, we can add flavourings and fruit. Now it’s ready to be packaged and sold. Delicious! Can you match the words to the definitions of the different stages of the yoghurt making process? Pause the video and give it a go. So there we have the process of yoghurt making, from milk to a tasty strawberry flavoured yoghurt. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA | RUS
4:20|4/22/2020
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Solving Quadratics By Factorising | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Quadratics usually have an x-squared, an x term and a number on it’s own (known as a constant). There are a few different ways to solve quadratics: factorising, using the quadratic formula or by completing the square. In this video we look at solving by factorising. Solving just means to find values of x that satisfy the quadratic. Usually there will be 2 solutions, but sometimes there is just 1 and sometimes there are no solutions. The solutions are also known as roots. When we factorise, we usually end up with two brackets. E.g x^2 + 2x - 8 factorises to become (x + 4)(x - 2). To solve this factorised quadratic, we make each bracket equal to zero and solve the mini-equations from there. x + 4 = 0 and x - 2 = 0. Solve these and we get x = -4 and x = 2. Two different solutions (or roots). If we plotted this quadratic, these two roots are where the curve crosses the x-axis. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA | RUS
3:02|4/14/2020
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Sustainable development | Ecology & Environment | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Like all living organisms, humans need resources to live. We need food, clean water and a shelter to live in. A few thousand years ago, this is all we would have wanted - a full stomach and a warm, dry home. But, as the human race has developed we now have a need for other, more luxury items - maybe a bicycle or car to get us from a to b, electricity, even the internet. And all these things require resources, lots and lots of resources such as fossil fuels and metals. Many of these resources are limited - once all the fossil fuels have been extracted from the Earth and burned to provide us with fuels and electricity, there will be none left. How will future generations of humans cope without the things we take for granted? And that’s before we even consider the effect the burning of fossil fuels is having on our planet and the climate… future generations will also have to deal with the effects of that too. Sustainable development involves making sure that there will be resources left for future generations. One way is to use renewable resources, such as solar energy, wind and biogas, to generate electricity rather than fossil fuels.Another example is using quick growing trees, like pine, as a source of wood. These trees can be cut down and replanted, providing an ever-ready supply. This is more sustainable than using slow growing trees like oak, which take hundreds of years to reach maturity. Recycling plastics, metals and paper means that fewer resources need to be extracted from the earth, as we can reuse the already extracted products, meaning more resources for future generations. As the human population grows, so does the demand for food. There is limited farmland, soil fertility, water and fish-stocks. So we should also be using sustainable ways of growing, catching and farming food. We remove more than 77 billion kilograms of fish from the oceans each year! Unsurprisingly, the number of some species of fish in the wild are declining because of overfishing: we’re taking fish from the sea faster than populations can reproduce. Some species of fish are endangered because of this, and might go extinct if their populations continue to fall. There are several initiatives that have been introduced to help conserve fish populations and allow us to enjoy eating fish now and in the future. Fishing quotas are strict numbers of fish that limit the amount of fish that people can catch. This reduces the amount of fish being taken from the sea. The holes on fishing nets have to be large enough to let the smaller, younger fish escape. This then gives them the chance to reproduce, and help maintain the population. Another solution is fish farms. Eating farmed fish reduces the number of fish being caught from the wild. It is important to realise that these initiatives have an impact on the people who rely on fishing for their income. Fishing quotas have helped to increase fish populations, but there has to be a balance between sustainable development for future generations and making sure that people today are also provided for. So, in this video we have covered what sustainable development is and some examples including how to solve the problem of overfishing. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA | RUS
3:35|4/29/2020
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What Is Plasma | Properties of Matter | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about plasma - the fourth state of matter, when learning about properties of matter. When ice is sufficiently heated, it melts to form water. It has therefore undergone a change of state – from a solid to a liquid. Recall that in a solid, all of the particles are closely packed in a fixed position, and therefore has a fixed shape and volume. The particles in a liquid are still touching one another and are able to move around one another, therefore, a liquid still has a fixed volume but takes the shape of their container. Water evaporates from a liquid to a gas. The particles in a gas are further away from one another and take the shape and volume of their container. For certain substances, if we continue to apply heat to their gaseous form, another change of state could occur. These substances can go from a gas to a state of matter called plasma. For this change of state to occur, very strong heat must be applied. When heat is sufficiently strong, the electrons are stripped from their respective atoms, creating free electrons and positive ions. Although there are both negative and positive particles, overall, plasma is neutral as there are equal amounts of oppositely charged particles. Because there are free electrons, substances in a plasma form can conduct electricity. This is what separates a gas from plasma – gases cannot conduct electricity, but plasma can. Naturally occurring plasma include lightning and the Northern lights. Stars also exist in plasma form – in fact stars are just really hot balls of plasma. Plasma can be found in fluorescent light bulbs and neon signs. When an electrical current is passed through the mercury vapour in fluorescent light bulbs and certain noble gases in neon signs, it heats up the gases sufficiently to strip the electrons and create plasma. The technology actually goes even further beyond light bulbs and neon signs. Plasma screen TVs are made possible due to this state of matter. A plasma screen is made of many thousands of tiny dots called pixels, which are made of three fluorescent light electrodes, emitting the colours red, green, and blue. The combination of these colours can give any possible colour, which is why we can see all colours on these screens. The higher the number of pixels, the higher the definition, and the images will appear “sharper” and more detailed. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ARA | RUS
4:11|5/22/2020
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3D Trigonometry | Trigonometry | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Waldi Apollis Narration: Lucy Billings Script: Lucy Billings Trigonometry in 3D can look really scary… but if we split it down into 2D problems, then there’s nothing new to learn. Always look for right angle triangles inside the 3D shapes, so find where a horizontal plane meets a vertical plane. 3D Trigonometry does actually have lots of real life applications… if you’re ever trying to work out a distance in 3 dimensions… like an architect designing a house… or a pilot in a plane, chances are 3D trigonometry is involved. Watch this video to learn more. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ZHO | ARA | RUS
4:03|5/1/2020
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Competition and Natural Selection | Evolution | Biology | FuseSchool
In nature, all organisms compete with each other for resources in order to survive. Competition between members of the same species is what makes organisms evolve. This theory of competition and ‘survival of the fittest’ is called Natural Selection, and was originally proposed by Charles Darwin in his book “On the Origin of Species” in 1859. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:16|1/23/2021
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Similar & Congruent Shapes | Geometry & Measures | Maths | FuseSchool
In this video we are going to look at Similar and Congruent shapes. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:04|7/21/2020
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Anorexia and Eating Disorders | Health | Biology | FuseSchool
In this video we are going to cover eating disorders, and in particular, anorexia. You may not be aware of this, but four out of 10 people have either personally experienced an eating disorder or know somebody who has. So what exactly is an eating disorder, you may ask? An eating disorder is a psychological disorder, so mental disorder, that causes somebody to adopt an unnatural attitude and approach towards food and their way of eating. The individual usually then develops an obsession about their weight and body shape, which in turn causes them to hurt their health as they make unhealthy choices about food. Even though there are many eating disorders, anorexia is probably the most well known. Actually called Anorexia Nervosa, but usually referred to as simply Anorexia, it is an intense fear of being fat that leads to restrictions in both the amount and / or the type of food that the person consumes. This particular eating disorder usually entails that the person is unable to see the reality of their body shape and situation, and sees their self worth as being heavily linked to their body image. Eating disorders and anorexia may not seem too serious and you may be thinking that not a lot of harm can come out of this. However, anorexia is the psychiatric disorder that causes the most amount of deaths and in fact, every 62 minutes one person dies as a direct result from an eating disorder[3]. Death is usually caused either by suicide, or as a result of organ failure, typically the heart, as the body lacks vital nutrients. So, who can get it? Anyone can develop anorexia, but it is not, however, entirely clear why some people are more susceptible to it than others. There are, however, a number of factors that make a person more prone to falling into it. There are certain personalities (such as perfectionists) and character traits that a person may have that can increase their chances of becoming anorexic. If a family member has suffered from anorexia, then a person has a higher likelihood of developing it themselves. Furthermore, during times of stress, damaging family dynamics or periods of time when a person may be experiencing social, cultural and peer pressure, an individual is much more likely to have an onset of anorexia. Moreover, women and teenagers are more susceptible to developing eating disorders, which is why it is estimated that the average age in which people start to suffer from anorexia is from 16 to 17 years old. However, it is not time or gender restricted. Anyone can be affected, at any age. Anorexia is also not limited to certain countries or cultures. (In animation show list of ‘Countries with the highest rates of eating disorders: China, India, the United States, Indonesia, Austria and France.) Anyone can be affected by this psychological disorder. If you or anyone you know is affected by this, remember that there are always resources available, and people willing to provide support. If you do need help, want to find out how you can help others affected or simply want to learn more about what anorexia is, there are numerous websites such as https://www.b-eat.co.uk/ https://www.eatingdisorderhope.com http://www.anad.org VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:16|1/19/2021
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Intro To Cells: Animals & Plants | Cells | Biology | FuseSchool
All living organisms are made up of cells - they are the basic building blocks of life. There are two important categories of cells: plant cells and animal cells. In this video we look at animal cells in more detail. Animal cells are the type of cell that make up our bodies... and the bodies of all types of creatures, from baboons and badgers, to blackbirds and beetles. Now many of our cells do different jobs, for example some cells make up our skin whilst others carry oxygen around in our blood. However they all share some common features - whether it is a nerve cell in your brain, or a skin cell in the toe of a frog. So what do you think are the main features of an animal cell? Firstly, the cell is surrounded by a cell membrane which is made of fat so that water can’t get through it. This membrane acts a bit like a plastic bag - holding the cell together, and keeping the contents safe inside. It also controls what comes in and out of the cell, and at what point. Within the cell there are several different compartments, or organelles, where particular jobs take place. The most important one of these is the nucleus – we can think of this as the brain of the cell, controlling all of its activities. The nucleus contains chromosomes which are made of a chemical called DNA, and these chromosomes act like recipe books - telling the cell what to do and when to do it. For example the chromosomes in the nucleus of a skin cell tell the cell how to make the skin pigment, melanin. Another type of compartment are these small cylindrical rods called mitochondria – we can think of these as the batteries, or power packs, of the cell. Inside the mitochondria a process called aerobic respiration takes place, which uses sugar from our food to produce energy. All cells need energy to carry out their functions, but particularly active cells like sperm cells, or muscle cells in the leg of a cheetah, will have many many mitochondria as they need lots of energy. There are also many smaller structures called ribosomes, which we can think of as the factories of the cell. At the ribosomes, the information stored in the DNA in the nucleus is used as a recipe to make all of the proteins needed by that particular cell. It is these proteins that actually carry out the jobs of the cell - for example the ribosomes of a red blood cell make tonnes of the protein haemoglobin, whose function is to carry oxygen. The nucleus, mitochondria and ribosomes are all swimming in a sticky liquid called the cytoplasm, which is full of dissolved sugar, ions and minerals. It is where a lot of the cell’s chemical reactions take place and contains many enzymes, which control these reactions. So these are the main features of animal cells – a cell membrane, a nucleus containing the chromosomes, mitochondria to produce energy, and ribosomes for protein synthesis - all bathed in the cytoplasm. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:16|1/20/2021
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Mutations and Natural Selection | Evolution | Biology | FuseSchool
The way we grow and develop in the womb is controlled by our DNA. Small sections of DNA, called genes, carry the code telling the body how to build itself. Usually this works fine, but sometimes those genes carry mistakes in their code. These mistakes, known as mutations, may have no effect, they may be beneficial, or they may be harmful. If the mutation is beneficial, the mutated individual will have a better chance of surviving and reproducing, with all the offspring benefitting from the mutation too. Alternatively, a harmful mutation means that that individual may not be able to survive and reproduce. As mutations in DNA are a random and ongoing process, non-beneficial and harmful genes are eventually “weeded out” of a population in a process called Natural Selection. Species evolve through a slow process of natural selection so that only the beneficial mutations are incorporated into the population, whilst the harmful ones are removed. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:24|2/4/2021
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How are pathogens spread and controlled | Health | Biology | FuseSchool
Pathogens are disease causing microorganisms. They can be spread in many ways; by direct contact, by water or by air. Different pathogens are spread by different mechanisms. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:24|2/2/2021
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Polymerisation of Ethene | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about the polymerisation of ethene as a part of organic chemistry. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:44|5/23/2021
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Green Chemistry Principles - Atom Economy | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the atom economy principle of Green Chemistry, as a part of environmental chemistry. A reaction with a high atom economy is one where all of the atoms in the reactants are included in the final, desired product. Such a reaction would have little, if any, waste produced. According to the Law of Conservation of Mass, no atoms are created or destroyed in a reaction. The atoms from the reactants are simply rearranged to form products, so why not maximise a certain reaction so that no atoms are wasted as side products. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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1:57|7/27/2020
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How Is Water Treated In Sewage Works | Environmental Chemistry | Chemistry | FuseSchool
In this video we look at the different stages that happen inside the sewage plant, from separating the large objects to the smaller debris. Sedimentation tanks, anaerobic digesters, pumps and machinery are used. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:24|1/29/2021
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What Are Metallic Bonds? | Properties of Matter | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about particles in a metal, that are held together by metallic bonds. What are metallic bonds? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool
Available in: ENG | SPA | DEU | CAT | ARA | RUS
4:14|5/19/2020
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Multiplying & Dividing with Surds | Algebra | Maths | FuseSchool
A surd is a square root which cannot be reduced to a whole number. Surds are irrational; they are decimals that never end and never repeat, so cannot be written as fractions. Leaving a number in it's surd form is easier and more accurate than writing and rounding the decimal places. We see surds in Pythagoras for example. To simplify surds you look for the largest square number that goes into it. You then split the surd into this square number and what it multiplies to make the original surd number. So root 8 would split into root 4 X root 2 because 4 is the square number and it multiplies by 2 to give the original 8. In this video we use our knowledge of surds to multiply and divide with surds. You treat the number inside the root as one thing, and any numbers outside separately. Think of surds as algebraic expressions. When multiplying surds, you multiply the number inside the root together. When dividing surds, you divide the numbers inside the roots. Remember to simplify the final answer. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:08|7/24/2020
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Prokaryotic vs Eukaryotic: The Differences | Cells | Biology | FuseSchool
In this video we have a look at the similarities and differences between prokaryotic and eukaryotic cells. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:15|1/25/2021
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Insulin und Glukagon | Physiologie | Biologie | FuseSchool
In dieser Lektion erfährst du, wie dein Blutzuckerspiegel durch zwei wichtige Hormone - Insulin und Glukagon - über ein negatives Feedbacksystem reguliert (oder gesteuert) wird. Wenn du eine kohlenhydratreiche Mahlzeit wie Reis, Nudeln und Brot zu dir nimmst, führt dies zu einem Anstieg deines Blutzuckerspiegels. Kohlenhydrate sind im Wesentlichen lange Ketten aus sich wiederholenden Glukose-Monomereinheiten, ähnlich wie Perlen auf einer Halskette. Während der Verdauung wird diese in Glukose aufgespalten, die in unseren Blutkreislauf aufgenommen wird. Dieser erhöhte Blutzuckerspiegel veranlasst eine Drüse, die als Bauchspeicheldrüse bekannt ist, ein Hormon namens Insulin abzusondern. Denk daran, dass eine Drüse Hormone absondert, die auf bestimmte Zielorgane wirken. In diesem Fall ist das Zielorgan deine Leber, die zur Umwandlung von Glukose in Glykogen angeregt wird. Glykogen ist im Grunde genommen eine lange, mehrfach verzweigte Kette von Glukosemonomeren, die in Leber- und Muskelzellen gespeichert wird. Insulin bewirkt auch, dass deine Körperzellen Glukose aufnehmen. Dadurch wird dein Blutzuckerspiegel wieder auf seinen optimalen Zustand gesenkt. Wenn dieses System fehlerhaft ist, führt das zu einer Erkrankung, die als Diabetes bezeichnet wird - Wenn du mehr über Diabetes erfahren möchtest, wird dies in einem weiteren Video behandelt. Dieselbe Reaktion tritt auch auf, wenn du Nahrungsmittel und Getränke mit hohem Zuckergehalt wie Süßigkeiten, Kuchen und Limonaden zu dir nimmst. Wenn dein Blutzuckerspiegel sinkt, z.B. wenn du hungrig bist, sondert die Bauchspeicheldrüse ein Hormon namens Glukagon ab. Wie beim Insulin ist das Zielorgan für Glukagon auch die Leber, obwohl sie den umgekehrten Prozess - den Abbau von Glykogen in Glukose - stimuliert. Dadurch wird dein Blutzuckerspiegel wieder auf seinen optimalen Zustand angehoben. Insulin und Glucagon sind also zwei Hormone, die von der Bauchspeicheldrüse freigesetzt werden und auf die Leber einwirken, um unseren Blutzuckerspiegel zu regulieren. Besuche uns unter www.fuseschool.org, wo alle unsere Videos sorgfältig nach Themen und spezifischen Bestellungen geordnet sind, und schau dir an, was wir sonst noch zu bieten haben. Kommentieren, liken und mit anderen Lernenden teilen. Du kannst Fragen stellen und beantworten, und die Lehrkräfte werden sich mit dir in Verbindung setzen. Klick hier, um weitere Videos zu sehen: https://alugha.com/FuseSchool Was ist Diabetes?: https://bit.ly/3gs30RT Diese Videos können in einem umgekehrten Klassenraummodell oder als Überarbeitungshilfe verwendet werden. Twitter: https://twitter.com/fuseSchool Zugang zu einer tieferen Lernerfahrung in der FuseSchool-Plattform und App: www.fuseschool.org facebook: http://www.facebook.com/fuseschool Diese Open Educational Resource ist kostenlos und steht unter einer Creative-Commons-Lizenz: Namensnennung-nichtkommerziell CC BY-NC (Lizenzurkunde ansehen: http://creativecommons.org/licenses/by-nc/4.0/ ). Es ist Ihnen gestattet, das Video für gemeinnützige, pädagogische Zwecke herunterzuladen. Wenn Sie das Video modifizieren möchten, kontaktieren Sie uns bitte: info@fuseschool.org
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2:10|8/4/2020
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Ionic Bonding of Lithium Fluoride & Potassium Oxide | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the ionic bonding of calcium chloride, lithium fluoride and potassium oxide, as a part of the overall properties of matter topic. An ionic bond is defined as the electrostatic attraction between oppositely charged ions. In this video, we will learn about ionic bonding in lithium fluoride (LiF) and potassium oxide (K2O). This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | SPA | CAT | FRA | RUS
3:19|1/28/2021
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Plant Classification | Evolution | Biology | FuseSchool
Plants are extremely complex and diverse - there are thousands of species. In fact, there are probably somewhere around half a million different species. And these are just the ones we know about - there are no doubt many more that haven’t been fully discovered yet! It is estimated that 1 in 5, so 20% of plant species are threatened with extinction. In order to continue studying all these plant species, we need to organise them into different groups. This is known as plant classification. Plants within a group are more closely related to other members of their own group, than they are to members of another group. Just like we as humans are more closely related to the great apes than we are to other mammals.  So, how do plants classify? The plant kingdom can be split into plants with seeds and plants without seeds. Not every plant grows from a seed - like ferns and mosses for example. They grow from spores instead. Other plants use asexual reproduction, and grow new plants from rhizomes or tubers.The evolution of the seed was a huge evolutionary step for plants; it meant they could grow anywhere on earth, in any environment. They were no longer limited to extremely moist conditions. Seed plants can then be split into flowering plants and non-flowering plants.These have ‘scientific names’ of gymnosperms and angiosperms. As in their name: non-flowering plants do not produce flowers. They also reproduce by means of an exposed seed, or ovule. Gymnosperm means “naked seed”.  Like with conifers. the cone on a pine tree is a “naked seed” and they don’t produce flowers. Gymnosperms are usually tall, evergreen trees often with needle-shaped leaves. They are usually found in dry places.  Now for angiosperms - the largest and most diverse group in the plant kingdom. Angiosperms consist of 2 major groups: monocotyledons and dicotyledons. These groups differ with respect to their roots, stems, leaves, flowers, fruits and seeds. Some observable differences are that monocots have parallel veins and petals in groups of 3. Whereas dicots have netlike veins and petals in groups of 4 or 5. There are other differences as well… but we don’t need to worry too much about these at this stage.  Grass and maize are examples of monocots. Whereas trees, sunflowers and roses are examples of dicots. So there we have some of the ways that plants are classified. You need to remember that non-flowering plants are called gymnosperms, and have naked seeds. And then flowering plants are called angiosperms, which can be separated into the monocots and dicots.  Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:13|1/11/2021
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Culturing Microorganisms Part 1 | Cells | Biology | FuseSchool
In this video, we are going to discover how to culture microorganisms on agar jelly in a petri dish. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:40|8/21/2020
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Culturing Microorganisms pt2 | Cells | Biology | FuseSchool
From part 1, we discovered how to culture bacteria ensuring there is no contamination… in this video, we’re going to look at how we can calculate the size of our newly cultured populations. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:33|8/24/2020
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How To Extract Aluminium By Electrolysis | Environmental Chemistry | Chemistry | FuseSchool
Aluminium is the most abundant metal on Earth. However, it is expensive because a lot of electricity is used to extract it. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:14|1/15/2021
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What Makes Things Alkali? | Acids, Bases & Alkali's | Chemistry | FuseSchool
Learn the basics about What makes things alkali? How is alkali recognized? What are alkali chemical properties? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:54|5/17/2021
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What Is An Atom - Part 2 - Isotopes | Properties of Matter | Chemistry | FuseSchool
In this part 2, learn the basics about the atom, particularly about isotopes, whilst learning about properties of matter. Learn the basics about the atom, whilst learning about properties of matter. Atoms are the small bits that make up all the matter in the world around us. There are around one hundred different sorts of atom, from the lightest, hydrogen to the many times bigger uranium. Materials that are made only of one sort of atoms are called elements, and materials that are made of different kinds of atoms bonded together are called compounds. Most of the elements have symbols that start with the same letter as their name. The exceptions are often symbolised by a name derived from another language, like Pb for lead. The second letter of the symbol is always lower case. The periodic table was constructed by Dmitri Mendeleev. The periodic table is organised so that elements with similar properties are arranged in columns. The periodic table could go on forever as atoms get more and more massive, but very heavy atoms are not stable and fall apart easily. This is because atoms are made up of smaller particles, called protons, neutrons and electrons. Protons and neutrons sit in a small central nucleus, whilst electrons orbit around the outside. The mass of an electron is about one thousandth of the mass of a neutron or a proton, which means that almost all of the mass of an atom is concentrated in the centre, at the nucleus. Because the mass of the proton and neutron are so much bigger than the mass of the electron, we say that the mass of the electron is essentially zero. The number of protons cannot change. The number of protons must also be the same as the number of electrons in a neutral atom of the element. Because electrons are freely moving around the nucleus in an atom, they can be gained, lost, or shared with other atoms, providing the chemistry of the atom. When an atoms gains or loses electrons, it becomes charged. Charged atoms are called ions. Electrons surrounding the nucleus of an atom aren’t completely free. They are restricted to moving in fixed orbitals, or energy levels. The number of electrons each shell can take can be seen by looking at the rows of the periodic table. Neutrons do not have a charge, and do not affect the chemistry of an atom. Atoms of the same element may have different numbers of neutrons, these are known as isotopes. If there are too many neutrons in a nucleus, it might be so massive that it becomes unstable, and liable to split up into smaller atoms. This is known as radioactivity. In the periodic table, elements are written with a small number and a bigger number next to the symbol. The smaller number is the atomic number, which tells us how many protons there are. The bigger number is the atomic mass number. It depends on the weight of the nucleus, that is, the number of protons plus the number of neutrons. What Is An Atom ? -> https://bit.ly/2SuMXM5 Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:33|2/22/2021
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Green Chemistry Principles - Design for Degradation | Environmental | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about Green Chemistry - Principle 10, as a part of environmental chemistry. On a global scale, a lot of waste is produced. Unless the waste is recycled, it fills up in our landfills, destroys habitats, and will be a very serious health hazard. Imagine if one day, the waste that we produced can be naturally broken down by microbes in the environment, or dissolve into safer degradation materials. This principle explores such a concept. There is a new class of plastics known as bioplastics, which are made from natural monomers, such as cellulose and lactic acid, and can degrade, or break down, in the environment. Polylactic acid, or PLA, is an example of a bioplastic. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:07|6/16/2020
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Thinking like a parasite | Ecology & Environment | Biology | FuseSchool
Ever thought about how the world looks out of a parasite's perspective? This fun video takes you on that journey! These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:23|8/25/2020
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Green Chemistry Principles - Renewable Feedstocks | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the renewable feedstocks principle of green chemistry, as a part of environmental chemistry. Many plastic products are derived from crude oil, which is a non-renewable resource. It takes millions of years for dead carbon-based living organisms to be compressed by layers and layers of sediment before we get crude oil. Hence there is not an infinite supply of crude oil. The term renewable feedstock refers to raw material derived from natural resources. The usage of renewable feedstock reduces the amount of harmful waste produced from the crude oil refinery and distillation processes. Most printer inks are made from crude-oil derived pigments. Soy-based inks are being developed, which come from a plant and so is a renewable resource. The recycling process of paper products printed with soy-based inks is also considerably more environmentally friendly. When paper products are recycled, the ink on paper needs to be removed first which is difficult with petroleum based inks, but significantly easier to de-ink soy-based inks. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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1:54|7/10/2020
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Differences Between Natural & Artificial Ecosystems | Ecology & Environment | Biology | FuseSchool
An ecosystem can be defined as a large, highly interconnected area of the planet that is composed of several different biotic and abiotic components. A good example of an ecosystem would be an entire forest or mountain range. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:49|5/1/2021
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Evidence for Natural Selection | Evolution | Biology | FuseSchool
Fossils discovered within rocks led scientists to begin to change their ideas on the creation of life on earth. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:27|4/8/2021
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How Are Organisms Classified? | Evolution | Biology | FuseSchool
In terms of biological classification, organisms are classified, or grouped, with other organisms that they are most closely related to. These small groups are then classified together into larger groups and so on, until we reach the top level of classification which places organisms in one of three biological domains - Archaea, Bacteria and Eukarya. When each organism is classified in this way it allows scientists to see the relationships between different species, and make sense of the hugely diverse array of life. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:10|12/22/2020
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Moments | Forces & Motion | Physics | FuseSchool
Think of a spanner loosening a fixed nut Or a child on a seesaw Or a door opening around a fixed hinge All of these things are connected by something called moments… A moment is the turning force around a fixed pivot. The pivot is the nut, or the middle of the seesaw, or the hinge. We can have one moment acting, which results in a turning force… Or if something is balanced, or in equilibrium, the moments are equal and opposite. To be balanced, this lighter child needs to sit further away from the pivot. And the heavier child needs to be closer. This is because the size of a moment is determined by the force and a distance. So the moments of the lighter person is 500N multiplied by 2m… 1000 newton-metres And the heavier person is 1000 times 1m to also give 1000 newton metres. Did you notice that moments are measured in in newton-metres, Nm Because force is measured in newtons, N and distance in metres. Note that the distance must be the perpendicular distance from the pivot to force. Here’s another example. Can you work out what moments the woman is applying to tighten the wheel nut? Pause the video and work it out. Were you careful to change the 30cm into metres? We can also place this formula into a formula triangle. Force equals moments divided by distance Distance equals moments divided by force And moments, as we already know, is force times distance Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:34|9/14/2020
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What Are Designer Polymers | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about what designer polymers are, some examples of them, and how chemical properties are used to perform a particular function. Polymers have been around for a long time. Some of the commonly named examples are found in clothes, things like nylon, polyesters and acrylic. Others are plastics, like PVC, polyethene and polycarbonates. Some act as coatings on saucepans, like PTFE, more commonly known as Teflon. The key thing is that different polymers have different properties. Chemists have developed a branch of polymers called designer polymers. A designer polymer is one that has been designed to respond to a change in environment, or uses properties that are better than traditional polymers. Nylon, a traditional polymer used to make some clothes has desirable properties. Nylon is tough, lightweight and waterproof. But it doesn't allow sweat to pass through, so when the person is wearing a garment they can become quite uncomfortable. Designers have started to use GoreTex, a designer polymer. GoreTex uses layers of different polymers. They include an outer layer, typically made from nylon, or polyester. This makes the outer layer strong. Inner layers are made from polyurethane and this provides water-resistance. Other membranes are made of PTFE, which has many millions of holes. These holes are small enough to allow water vapour (sweat) to pass out, but does not allow larger water droplets from the outside to pass into the soft lining. Designer polymers come up in many everyday situations. Contact lenses use a designer polymer: a special hydrogel. It is more flexible, softer and is breathable. Tooth Fillings are made with designer polymers. Designer polymers use a composite polymer resin, which is tough, contains no dangerous chemicals, like the mercury metal found in tradition silver fillings. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:46|4/6/2021
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Matter Exam Question 1 | Properties of Matter | Chemistry | FuseSchool
Work through this practice GCSE / K12 question on atomic number, atomic mass and electronic configuration. Read the question, and hit pause if you want to try answering it yourself. Then hit play again to watch how the teacher solves it. Click here to see more videos: https://alugha.com/FuseSchool This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:09|12/15/2020
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How Do Atoms Bond | Properties of Matter | Chemistry | FuseSchool
Learn the basics about how atoms bond when learning about the structure of atoms. Bonds form by the attraction of negatively charged electrons and the positive nucleus of atoms. Atoms have a positively charged tiny nucleus which contains almost all the atom’s mass, surrounded by shells of negatively charged electrons. Each shell is able to hold only up to a fixed number of electrons when it is said to be full. Hydrogen has a single positive charge in the nucleus and a single electron. If two hydrogen atoms approach each other, there is an attraction: the positive charge and the negative electron charge attract. However the first shell, for all atoms, can only contain two electrons so once the two Hydrogen atoms come together the two electrons essentially ‘fill’ the outer shell of both Hydrogen atoms. The atoms are essentially ‘glued’ together by the attraction of the two electrons and the two nuclei. The same form of electron share bonding occurs between any non-metallic elements, with the outer shell quickly becoming full, limiting the number of bonds that form. When there are four electrons in the outer shell, such as with carbon and silicon there is room for four more electrons so 4 bonds form. In this case it is possible to build up a 3-D structure with the bonding going on forever. In this way we see that carbon and silicon, as elements, have atoms chemically bonded into a 3D lattice so they are both solids at room temperature and very difficult to melt and vaporise. They are giant covalent structures. Metallic bonding is the way all metals and alloys are bonded, and explains the typical properties of metals. Atoms can be added as much as you want and there will never be enough electrons to fill the outer shell. So in metallic bonding, the atoms form a closely packed lattice where the atoms are not bonded by fixed pairs of electrons, but rather by a ‘sea’ of electrons roaming these partially filled outer shells at will. When two different atoms approach each other, covalent bonds can form. The number of electrons that are shared depends upon how many electrons are missing from the outer shells of the atoms. Overall, in this video you will learn how two atoms which approach each other have the possibility to bond if there is space in their outer electron shells. Non-metallic elements will tend to form self contained small molecules giving rise to volatile solids, liquids and all gases. Carbon and silicon will give rise to giant structures. Metallic elements will bond together to form metallic structures with loose electrons. When metal bonds with a non-metal ionic compounds are formed. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:32|11/13/2020
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What Is Asexual Reproduction | Genetics | Biology | FuseSchool
Asexual reproduction only needs one parent; all the offspring are clones. This means they are genetically identical to one another and to the parent. Many plants use asexual reproduction, like spider plants. Bacteria also reproduce asexually in a process called binary fission. And even some animals use asexual reproduction. It is much less common, but is seen in some simple ones like Hydra, Aphids and starfish. Asexual reproduction does not involve sex cells or fertilisation. Asexual reproduction occurs using normal cell division known as mitosis. One major advantage of asexual reproduction is that populations can increase rapidly. They don’t have to waste time and energy in finding a mate. Also by being clones, they can exploit a suitable habitat quickly. They fill the niches, making it harder for predators and competitors to invade. However, it also comes with disadvantages. There is no genetic variation; if the climate or selection pressures change then the population will be much slower to adapt as they have no diversity. By being identical, the population is best suited to only that one habitat and all have the same vulnerability to disease. The same traits also mean the same weaknesses. If a predator or disease adapts to kill one individual, then they can take out the entire population, resulting in extinction. Genetic variation does have a lot of merits. Some organisms can combine both sexual and asexual reproduction depending upon the circumstances. Malarial parasites reproduce asexually in the human host, but sexually in the mosquito. Many fungi reproduce asexually by spores but also reproduce sexually to give variation. And many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or bulb division such as daffodils. Even aphids alternate between sexual and asexual reproduction- asexually in the spring and summer, and then sexually in the winter as the eggs can survive the cold better. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:44|3/25/2021
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Formation of New Species by Speciation | Evolution | Biology | FuseSchool
In this video you will learn how weird and wonderful animals are formed in the process of speciation and the formation of new species. Different selection pressures select for different characteristics. Over generations, the individuals with the beneficial traits will prosper, and others will die out. This results in a population all having these new traits. Populations in a different area may have been faced with different selection pressures, and have evolved to have different traits. Over time, these two populations may no longer be able to mate. Once the populations are no longer able to interbreed and produce viable (fertile) offspring, they are now two separate species. This is known as speciation, and can be the result of environmental factors (such as different food types), or behavioural factors (such as a change in mating season or changes to their mating songs). Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:28|3/13/2021
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Plant Growth: Auxins and Gibberellins | Plants | Biology | FuseSchool
If a plant has enough water, minerals and energy it will grow right? Well sort of… but there is more to it - like why do plants bend towards the light and not just grow straight? And how come the stem grows up but the roots grow down? It isn’t as if a plant has eyes to tell it where the sun is. Plants are packed full of hormones, sending messages around to its different parts. Where humans have the creatively named ‘growth hormone’, plants have hormones called auxins. Auxin is produced in the stem tips and roots, and controls the direction of growth in response to different stimuli including light and gravity. Having been made in the tips of the stems and roots, auxin is moved in solution by diffusion to older parts of the plant. In the stem, the auxin causes the cells to change in elasticity. More elastic cells absorb more water, and can grow longer. Strangely though, stems and roots respond differently to high concentrations of auxins. Whilst the stem cells grow more, the root cells actually grow less. So auxins make plants grow, but why do they bend towards the light? How do they know to do this when they don’t have eyes? The bending happens because the light hits the one side more and breaks down the auxins in that side of the stem. So then growth slows down on the ‘light’ side. The faster growth on the ‘dark’ side causes the shoots and leaves to turn towards the light - which is ideal for the plant for photosynthesis. Auxin is produced in the tips of growing shoots. If the tips are cut off, then no auxin can be produced and so no plant growth. If the tips are covered, whilst auxin is still produced, light cannot break it down and so phototropism cannot occur: the plant just grows straight up and does not bend towards the light. Auxins have the opposite effect on root cells. In roots, auxins cause less growth. The shaded side of roots contain more auxins, and so they grow less. This enables the ‘light’ side of the roots to grow more and bend away from the light. And if that wasn’t weird enough, we have opposites happening with auxins and gravity too. In a horizontal root, the bottom side contains more auxins and grows less, so the root bends downwards in the direction of gravity. So positive geotropism. But of course, the stem responds differently. In a horizontal stem, again the bottom side contains more auxins because it is less directly hit by sunlight. But because auxins cause growth in stems, the bottom side grows more causing the stem to bend upwards, against the direction of gravity. So negative geotropism. But I am giving auxins too much credit; they don’t work alone. They have a partner in crime; cytokinins. You don’t need to know anything about these hormones other than the fact that they work alongside auxins. There is another plant hormone that you do need to be aware of… Gibberellins. Once a seed germinates, the roots and shoots start to grow. But for this, the seed needs energy. Luckily, the seed releases a hormone called gibberellin which causes the starch in the seed to turn into sugars and provide the seed with energy to grow. As well as causing shoot growth, gibberellins can also stimulate flowering and fruits in some plants. And they also work with auxins to cause stem elongation. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:44|3/27/2021
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Uses of Metal - Gold, Copper, Aluminium & Steel | Properties of Matter| Chemistry | FuseSchool
Learn the basics about how metals are used, such as gold, copper, aluminium, steel. Where can we find these materials in our day to day world? Find out more in this video! Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | CAT | SPA | ARA | DEU | RUS
3:39|3/9/2021
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Testing Alkenes With Bromine Water | Chemical Test | Chemistry | FuseSchool
Learn the basics about testing alkenes with bromine water. Why is bromine water used to test alkenes? What is bromine water made of? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | SPA | CAT | ARA | RUS
3:44|3/16/2021
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Condensation Polymerisation | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about condensation polymerisation within the overall organic chemistry topic. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | CAT | SPA | ARA | RUS
3:42|3/8/2021
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Energy Levels & Electron Configuration | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Energy Levels and Electron Configuration. Where do you find energy levels? How do you recognize electron configuration? Find out more in this video! Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | CAT | SPA | ARA | DEU | RUS
3:43|3/9/2021
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Interactions Within An Ecosystem | Ecology and Environment | Biology | FuseSchool
Ecosystems are large, often highly complex areas of our environment. In this video we learn how abiotic and biotic factors interact with one another in a ecosystem, how trophic levels work, and how various factors in an ecosystem lead to evolution of species through different selection pressures. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
3:44|3/15/2021
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Indicators | Chemical Tests | Chemistry | FuseSchool
Learn the basics about Indicators, more specifically for acid and bases. An indicator is a large organic molecule that works somewhat like a " color dye". Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
3:35|3/3/2021
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Power Stations & The National Grid | Electricity | Physics | FuseSchool
The flick of a switch, that’s how easy it is to get electricity, right? If you’re one of the lucky ones, then yes. But in 2017 there are still over 1 billion people who do not have access to electricity. In this video we will discuss how electricity is generated and transferred to our homes, for those of us fortunate enough to have it. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ARA | RUS
3:36|3/4/2021
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Ecology: What Is Mutualism | Ecology & Environment | Biology | FuseSchool
Sometimes different species work together to help each other out. This is known as mutualism. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ZHO | CAT | SPA | ARA | RUS
1:23|6/15/2020
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Niches In The Savannah Ecosystem | Ecology & Environment | Biology | FuseSchool
Here's an example of the different niches in the savannah ecosystem. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
0:59|6/12/2020
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Covalent Bonding Of Hydrogen, Oxygen & Nitrogen | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the covalent bonding of hydrogen, oxygen and nitrogen as a part of the overall topic of properties of matter. The noble gas structure and covalent bonding is also discussed. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | RUS
3:24|11/13/2020
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Plot Straight Line Graphs - Part 2 | Graphs | Maths | FuseSchool
In this video we look at more examples of plotting straight lines onto graphs. This time the equations are a little trickier - such as having fractions for the gradients. When completing the table of values, if the equation has fractions in we won't always end up with whole numbers. To be accurate, we should only plot coordinates that have whole numbers. We therefore need to try and substitute in different values of x to ensure that all of the coordinates we are plotting are whole numbers. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
1:51|7/14/2020
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Key Ecology Terms | Ecology and Environment | Biology | FuseSchool
In this video we look at a few keys words that you will come across throughout ecology. An ecosystem is made up of all of the communities that live in it, every single organism from small to big and lots of environmental factors like sunlight and shade in the woodland, streams and other things. It is defined as “a biological community of interacting organisms and their physical environment.” A habitat is the area or environment in which an organism naturally lives - so the woodland in this example. It describes the geographical area occupied by the ecosystem, whereas the ecosystem is the interactions between everything living within it, as well as non-living factors. Populations are all members of the same species in the habitat at one time. Whereas populations describes just one species, a community is all of the organisms in the habitat at one time. In a woodland, the community is the foxes, rabbits, insects, plants, fungi and everything that is living in it. A niche describes the role of a species within an ecosystem. A species is a group of potentially interbreeding individuals, which do not normally reproduce with other species to produce viable, fertile offspring. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:25|9/2/2020
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Reciprocal Graphs | Graphs | Maths | FuseSchool
Reciprocal functions are actually extremely important. Isaac Newton deduced that the forces needed to hold planets in orbits is a reciprocal relationship with the squares of their distances. Radioactive isotopes decay reciprocally, and trees lose their leaves reciprocally. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | FRA | RUS
3:25|2/7/2021
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Simple Interest | Numbers | Maths | FuseSchool
Interest is the amount charged by a lender to a borrower. It means that if you borrow some money from a bank, you have to pay back more than the money you borrowed. Equally, if you have a savings account and deposit some money, the bank will pay you interest as a sort of thank you for saving with them as you are effectively loaning them money. There are 2 main types of interest we need to be aware of. Compound interest and Simple interest. It is important to know the difference between these two, as it can affect how much money you earn or have to repay. For simple interest, you just pay or receive the exact same amount of interest every year. For simple interest, you just pay or receive the exact same amount of interest every year. I borrowed £2000 for 5 years at 4% interest rate per annum. How much interest do I repay? Simply multiply the numbers together. The interest I have to pay is 4 percent of 2000. Simple interest = 2000 X 0.4 X 5 = £400. So after 5 years I have paid £400 of simple interest on the money I loaned. But in reality, banks almost never charge simple interest. They prefer compound interest, which we will learn about in another video. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | SPA | CAT | ARA | FRA | ZHO | RUS
3:04|11/26/2020
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Uses of Plant Hormones | Biology for All | FuseSchool
In this video we are going to look at a few different ways in which plant hormones can be used. Plant growth hormones (auxins) can be used as selective weedkillers. The selective weedkillers contain growth hormones, that cause the weeds to grow really quickly. This means the weed is absorbing nutrients from the soil at a much higher rate, and so the weeds absorb the weedkiller in much larger quantities than beneficial plants. This can be used for getting rid of weeds without killing the grass, or thistles in a field without killing the crop. But they aren’t just good at killing plants. Gardeners use growth hormones to promote growth. They take cuttings of plants and dip the stalk end into rooting powder which contains growth hormones. This makes stem cuttings quickly develop roots and establish as functioning plants. Plant hormones can also be used in controlling fruit ripening. Some slow it down, and others speed it up. We can make use of this knowledge to inhibit hormones during transport so that the fruit does not ripen too quickly, or we can promote ripening when in the shops so it is in perfect condition for consumers. Bite into a banana, and you don’t expect seeds do you? Hormones sprayed onto flowers can stop seeds developing, leaving us with big, juicy, seedless fruits. In nature, plants only germinate when conditions are ideal for growth. This is called seed dormancy and is controlled by hormones. We can use hormones and inhibitors to remove the dormancy of seeds, thus enabling us to germinate seeds at all times of the year. We can also use these hormones to make plants grow bushier and make them flower at controlled times; exactly what you want if you are entering a flower show! Ethylene is used to ripen fruit. Ethylene breaks down components of the cell walls to make them softer, and makes them sweeter by converting starches to sugars. Ever wondered why you are told to put unripe fruit next to ripe fruit? Ethylene is different to other hormones because it is an airborne gas, and works on a positive feedback loop. Start with a little ethylene, and this causes more to be released, which causes more to be released… and so on. Therefore promoting ripening in all ‘local’ fruit. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | CAT | SPA | FRA | ZHO | RUS
3:14|1/19/2021
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Algebraic Fractions | Algebra | Maths | FuseSchool
Algebraic fractions are simply fractions with algebraic expressions either on the top, bottom or both. We treat them in the same way as we would numerical fractions. In this video we look at how to simplify algebraic fractions, and how to add and subtract them. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ARA | RUS
2:22|8/18/2020
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What Are Polygons | Geometry & Measures | Maths | FuseSchool
CREDITS Animation & Design: Peter van de Heuvel Narration: Lucy Billings Script: Lucy Billings The word polygon comes from Greek. Poly means “many” and Gon means “angles”. Polygon = many angles. Polygons are 2-dimensional shapes, that are made of straight lines, with all the sides joined up. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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2:40|10/6/2020
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What Are Polynomials? | Algebra | Maths | FuseSchool
In algebra we have lots of different names for different things: expressions, equations, formulae and identities are all slightly different versions of similar things. Then within these, we have variables, constants, coefficients and exponents to describe the different parts. We also need to know what the word polynomial means and the different types of polynomials. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:26|8/28/2020
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How To Do Titrations | Chemical Calculations | Chemistry | FuseSchool
Learn how to carry out titration experiments. In this video, you will learn what apparatus needs to be used to conduct a titration, including pipettes, burettes and conical flasks. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | SPA | CAT | RUS
3:47|3/1/2021
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Parasites And Hosts | Ecology & Environment | Biology | FuseSchool
Let's learn all about parasites. Parasites are organisms that live on or in other organisms! This is known as the host organism. The relationship can be mutually beneficial - so is good for both species. Or it can have a negative impact on the host organism. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ZHO | ARA | RUS
1:15|6/13/2020
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Why Aren't All Atomic Masses Whole Numbers? | Properties of Matter | Chemistry | FuseSchool
Learn the basics about why aren't all atomic masses whole numbers? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | SPA | CAT | FRA | ZHO | RUS
3:47|1/26/2021
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Green Chemistry - Principle 1 | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the principles of green chemistry as part of the environmental chemistry topic. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:23|7/31/2020
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Green Chemistry - Principle 3 | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the principles of green chemistry as part of the environmental chemistry topic. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | CAT | SPA
2:04|7/22/2020
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What Are Half Equations | Reactions | Chemistry | FuseSchool
In this video, we will learn how to write half equations for simple redox reactions. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | CAT | SPA | RUS
3:53|6/2/2021
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Codominance | Genetics | Biology | FuseSchool
In this video we are now going to look at codominance. You need to understand the difference between genotype and phenotype. The genotype is the set of genes. The phenotype are the physical characteristics that are coded for by the genotype. A monohybrid cross is the study of the inheritance of one characteristic - such as the pea-pod colour. They will either be green or yellow. Not a mixture of the two. Only one of the alleles is expressed, and the yellow allele is dominant so in the Yy genotype the yellow pod colour wins. In codominance, the alleles are both expressed in the same phenotype - so you can end up with a mixture. Neither allele is dominant. This happens with chickens. Neither the black nor the white allele is dominant, so the BW genotype gives a speckled phenotype. Codominance is seen throughout the animal and plant kingdoms. It is also seen in our blood groups. There are 4 blood groups; A, B, AB and O. There are 3 different possible alleles for blood group: IA IB IO. But we each only have two of them - one from our mother and one from our father. IA and IB are codominant. Io is recessive to both IA and IB. IA and IB are codominant. Io is recessive to both IA and IB. These genotypes give these phenotypes. If you inherit IA from your mother and IB from your father, you will be AB blood group. To be blood group O, both of your parents must have at least one Io allele. Your parents could be either of these 3 genotypes: IAIO, IBIO or IOIO. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:35|9/17/2020
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What Are Interspecific & Intraspecific Interactions | Ecology & Environment | Biology | FuseSchool
From this video you should know the difference between interspecific and intraspecific, and that interactions can be positive, negative or neutral. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | ZHO | FRA | RUS
2:40|10/8/2020
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What Are White Blood Cells | Health | Biology | FuseSchool
Blood consists of red blood cells, white blood cells, platelets and plasma. White blood cells are our warriors; the army inside our body that protects us from infectious disease and foreign invaders. They make up less than 1% of our blood. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | CAT | SPA | FRA | ZHO | RUS
3:11|1/9/2021
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What Is An Atom ? | Properties of Matter | Chemistry | FuseSchool
Learn the basics about what an atom is? How do you recognize an atom, what are its properties? Find out more in this video! What Is An Atom - Part 2 - Isotopes -> https://bit.ly/3wFaokF This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Transcript: alugha
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:02|7/17/2020
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Simplifying Expressions | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we’re going to look at how to simplify algebraic expressions. Before we get started on simplifying, a few things to remember: (1) we always use a use a curly x for the letter x in algebra. (2) We don’t really use the multiplication sign. 3a is how we write 3 X a. (3) Instead of using the division sign, we use fractions. 3 divided by 2 is written as 3/2. In algebra we are often asked to simplify something, or to put it in its simplest form. Generally speaking, the simpler it is, the easier it is to use. We just need to combine like terms. Simplify fully 5a - 2b + 3a + 2 + 4b - 7. We combine the a’s to get 8a, and we combine the b’s (including the sign in front of each term) to get 2b. And finally we combine the numbers to get -5. Answer: 8a + 2b - 5. We cannot combine different letters so that is the simplest form. This expression may represent 8 apples and 2 bananas, which are different things so cannot be added together. For division, you can cancel numbers exactly as you would with fractions. And also you can also cancel down letters. So if you have a to the power of 5 in the numerator and a to the power of 3 in the denominator, we can cancel these down to end up with a to the power of 2 in the numerator and no a's left in the denominator. We can also simplify by factoring into brackets or by expanding brackets - which are skills we will look at in other videos. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:21|4/27/2020
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Plot Straight Line Graphs | Graphs | Maths | FuseSchool
Watch this video to discover how to plot straight lines onto a graph. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:17|3/24/2021
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Substitution | Algebra | Maths | FuseSchool
In algebra, we replace a letter with numbers in the process known as substitution. Given the formula A = 1/2bh, if the base is 5cm and the height is 10cm, then the area is ½ X 5 X 10 because we have replaced the b with 5 and the h with 10. You just need to be be careful with negative numbers: it is best to use brackets when calculating with negatives. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | ZHO | RUS
2:03|7/16/2020
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How Does Water Bond - Covalent Bonds | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the covalent bonding of water, when learning about covalent bonding within properties of matter. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:40|10/5/2020
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Testing for chlorides, bromides and iodides | Chemistry for All | The Fuse School
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about Testing for chlorides, bromides and iodides. What are these and which methods are used to test them? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org SUBSCRIBE to the Fuse School channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Twitter: https://twitter.com/fuseSchool Friend us: http://www.facebook.com/fuseschool
Available in: ENG | SPA | ZHO | CAT | DEU | ARA | RUS
3:26|5/7/2020
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Exterior Angles Of Polygons | Geometry & Measures | Maths | FuseSchool
In this video we are going to look at exterior angles of polygons. What Are Polygons: https://bit.ly/3wxTXpY Interior Angles: https://bit.ly/34gZBkc VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | SPA | CAT | RUS
4:10|5/25/2021
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Adapting & Living Together | Ecology & Environment | Biology | FuseSchool
An introduction to the chapter "Adapting and Living Together" within the Ecology and Environment topic of school Biology. JOIN our platform at www.fuseschool.org Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC (View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:04|7/22/2020
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Angles Of Elevation & Depression | Trigonometry | Maths | FuseSchool
SOHCAHTOA, Pythagoras, sine rule and cosine rule and all things trigonometry actually have a lot of uses in “real life”. Such as working out distances to things, heights of buildings and mountains, navigation at sea. An important part of “useful” trigonometry are angles of elevation and depression. If you’re standing and looking up at an object, the angle from your horizontal line of sight up to the object is the angle of elevation. Whereas if you’re looking down at an object, the angle between your horizontal sight line and the object is known as the angle of depression. People often make a mistake as to which angle is the angle of depression, so be careful with it. We then use all of our trigonometry skills to solve problems including angles of elevation and depression. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | RUS
2:35|9/16/2020
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What are viruses | Cells | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we are going to look at what viruses are. Viruses are a type of microorganism. They are too small to be seen with the naked eye: much smaller than bacteria, and about 100 times smaller than human cells. They come in many different shapes and are present wherever there are cells to infect. In fact, viruses are the most common biological unit on Earth, outnumbering all other types combined! Viruses can infect humans, all animals, plants and even bacteria. Viruses are very simple. They are made up of a protein coat surrounding a strand of genetic material. The genetic material can either be DNA or RNA. Sometimes a membrane called an envelope surrounds a virus particle. This envelope isn’t made by the virus, but is actually stolen from the membrane of the host cell. This is a great strategy by the virus - it makes it harder for the host cell to identify the virus as foreign. As we just saw, viruses aren’t made up of cells. In fact, they aren’t really living. They are halfway between a living organism and a chemical. Because they aren’t living, we say there are different types of virus… rather than saying different species of virus. Some common types of viruses are influenza and HIV/AIDS. So if viruses aren’t living, how do they cause illness? Viruses are parasites: they can only reproduce in other living cells. They enter a host cell and hijack the host’s genetic machinery. They make copies of their own viral genetic material instead, and produce lots more virus particles. After lots of virus particles have been made, the host cell dies and the viral particles are released to infect more cells. The released viral particles can also spread to other people. There are actually two different ways in which the virus attacks the host cell, which we will look at in more detail in this video. ( How viruses cause illness ). Viruses causes many human diseases, including colds… influenza… rabies… yellow fever… HIV/AIDS… pneumonia... bird flu… zika… ebola… and the cancer causing HPV. These are just a few examples. Fortunately, the human immune system is very good at dealing with viral invaders. Sometimes our immune system will recognise the virus as an intruder and will destroy the virus before it gains entry into a cell. Even after infection begins, often our immune system destroys the virus and the person recovers. Sometimes the immune system cannot destroy the virus fast enough, and the virus can cause permanent damage or death. In 1918 the Spanish flu is thought to have caused up to 50 million deaths worldwide. Scientists have developed vaccinations against lots of viruses, which have even led to the eradication of some viruses like smallpox as all human hosts became immune. However, some viruses like HIV have proved impossible to develop any kind of vaccine for. Did you know that antibiotics do not work for viruses? They are only for bacterial infections. If you have a cold or the flu, you shouldn’t be taking antibiotics - they won’t make a difference. There are some anti-viral drugs that have been developed, such as one that dramatically prolongs the life of people affected by HIV. So there we have viruses. They are incredibly simple organisms, but are extremely effective at causing infection! Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ZHO | ARA
3:59|5/6/2020
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Ecological Pyramids | Ecology & Environment | Biology | FuseSchool
Learn all about ecological pyramids and how to show quantitative data about relationships between species. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: CAT | SPA | ENG | ARA | FRA | RUS
3:42|3/7/2021
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Giant Ionic Structures or Lattices | Properties of Matter | Chemistry | FuseSchool
Learn the basics about giant ionic structures / lattices as a part of ionic bonding within properties of matter. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | CAT | SPA | ARA | RUS
3:46|3/11/2021
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How To Balance Equations - Part 1 | Chemical Calculations | Chemistry | FuseSchool
Learn the basics about balancing equations, as a part of chemical calculations. The law of conservation of mass states that no atoms are lost or made during a chemical reaction. There are different ways of arranging the atoms. Chemical reactions are about rearranging atoms. Chemical reactions can be represented by symbol equations so long as the number of atoms on each side of the equals sign remains the same. Equations need to be balanced to conserve atoms, by putting numbers in front. A good way to balance an equation is to use a table to keep track of everything. You can only change the big number in front of the compounds, which says how many molecules you have. Charges in a formula also need to be balanced. So, both the atoms and the charges have to balance. Nothing can appear or disappear! This is the most important rule about balancing: no atoms or charges can be made or destroyed. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | FRA | ZHO | RUS
3:02|11/23/2020
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Law Of Constant Composition | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the law of constant composition and how to apply it. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:48|7/22/2021
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What Is The Law of Conservation of Mass | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the law of the conservation of mass, when learning about properties of matter. The Law of Conservation of Mass says that in chemical reactions no matter is lost or gained. The law of conservation of mass means that during chemical change there is no loss or gain of atoms. It is for this reason that we always balance chemical equations. Until you are really familiar with using formulae it is easier to draw out the molecules as models to enable you to account for all the atoms. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
3:47|6/8/2021
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The Mean | Statistics & Probability | Maths | FuseSchool
The Mean | Statistics & Probability Bob is training for a race and is timing himself to check he’s getting faster. Times (in minutes): 51 48 45 44 47 50 44 47 45 43 49 44 43 44 His times are a bit inconsistent. He wants to find his average, to get a better understanding of what time he is likely to run in his race. When we say the word ‘average’ it actually can mean 3 different things: Mean; Median and Mode. In this video we’re going to look at the one people usually mean when they say average - the mean. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:06|12/6/2020
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Measures of electricity | Reactions | Chemistry | FuseSchool
Learn the basics about Measures of electricity. What techniques and methods are used to measure electricity? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:26|2/11/2021
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What Is An Ecosystem? | Ecology & Environment | Biology | FuseSchool
In this video you'll learn all about ecosystems and how energy is transferred between organisms living together it the same environment. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:27|9/1/2020
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What Are Dilutions | Chemical Calculations | Chemistry | FuseSchool
In this video, we will look at what dilutions are in chemistry, how to calculate them using a very easy equation and even extending to multiple dilutions which are called serial dilutions. Dilution is the process of adding water (or another solvent) to a solution to decrease the concentration. So to dilute a solution means to add more solvent to a set amount of solute, therefore increasing the total amount of solution and decreasing the concentration. There is a very easy equation to help us calculate dilutions: M1V1 = M2V2. We will using this equation and work through some examples together in this video. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | SPA | CAT | RUS
3:50|5/12/2021
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What Is The Menstrual Cycle? | Physiology | Biology | FuseSchool
Woman between the ages of 12 and 50 years old undergo a monthly cycle in which their uterus prepares for pregnancy; it prepares for a fertilised egg to settle and grow into a baby. If pregnancy does not occur, the lining breaks down and is expelled from the uterus. This is known as menstruation. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | CAT | SPA | FRA | ZHO | RUS
3:46|1/21/2021
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Calculating Molar Volumes Using Experimental Data | Chemical Calculations | Chemistry | FuseSchool
Learn the basics about Calculating molar volumes using experimental data. How do you calculate molar volumes? How do you use experimental data? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
3:55|5/3/2021
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Spectrometry | Chemical Tests | Chemistry | FuseSchool
Learn the basics about Spectrometry. What is spectrometry and its use? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | RUS
3:50|6/12/2021
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Green Chemistry - Principle 7 | Environmental Chemistry | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about principles of green chemistry as part of the environmental chemistry topic. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ARA | RUS
1:28|6/29/2020
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Calorimeter | Reactions | Chemistry | FuseSchool
Learn the basics about the process of measuring the heat of chemical reactions or physical changes as well as heat capacity. What is Calorimeter? How does it measure heat? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:47|4/30/2021
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How The Elements Are Laid Out In The Periodic Table | Properties of Matter | Chemistry | FuseSchool
Learn the basics about How the elements are laid out in the periodic table? Why are they all named and placed that way? Find out more in this video! Click here to see more videos: https://alugha.com/FuseSchool This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:39|10/3/2020
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How to use a Microscope | Cells | Biology | FuseSchool
How to use a Microscope | Cells | Biology | FuseSchool If you were alive 200 years ago you would have been given some very strange advice on how to avoid getting ill. You might have been told to carry sweet smelling flowers with you or avoid going to smelly places. This was because at that time people didn’t understand that infectious diseases were caused by microorganisms and they didn’t know that because they couldn’t see them. Microorganisms are so called because they can only be seen using a microscope, they are far too small to be seen with ‘the naked eye’. In fact, the invention of the light microscope opened up a whole new world to scientists - the microscopic world. A microscope magnifies objects to make a larger image. This allows us to see objects in more detail. Resolving power, or resolution is also a feature of microscopes. Resolution is the ability to distinguish two different points as being separate. Basically, using a microscope with a high resolution means that you can increase the magnification further without the image becoming blurry. The light microscopes you may use at school will have quite a low magnification and resolution but they will still enable you to view individual cells. To use a microscope you place the slide containing the specimen onto the stage and secure it using the clips. You first choose the lowest objective lens by turning round the nosepiece, this is usually X10 [times ten] magnification. You then turn on the light - this might be by using an electric light or moving a mirror to reflect light onto the specimen. If you look down the eyepiece lens you will see the image but you will probably need to use the focusing knobs to move the stage up and down until the image is clear, and not blurry. You must be careful when moving the stage up not to knock into the objective lens as this might break it. Now you can choose a higher magnification objective lens to see the specimen in more detail. You might have to re-adjust the focus. Now you can clearly see the specimen you can draw it, and write down the total magnification you used. This is calculated by multiplying the magnification of the eyepiece lens (which is normally X10 [times by the magnification of the objective lens. You also need to be able to use the magnification formula: Magnification = size of image / size of real object So, if the diameter of an image of a red blood cell in a book is 1 cm and the actual diameter of a red blood cell is 0.001 cm then the magnification used must be: 1/0.001 = X1000 [one divided by zero point zero zero one equals times one thousand] The microscopic world has been opened up even further due to the invention of the electron microscope. These use beams of electrons to form images and have much higher magnifications and resolutions than light microscopes. They have enabled scientists to study objects in much more clarity and detail, from cell organelles like the nucleus and membrane, to even smaller structures like individual atoms. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:45|3/16/2021
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Charles Darwin's Observations | Evolution | Biology | FuseSchool
Charles Darwin was a keen naturalist and geologist who made detailed observations about the natural world. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | CAT | SPA | FRA | ZHO | RUS
3:18|1/22/2021
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Pythagoras | Trigonometry | Maths | FuseSchool
Thousands of years ago it was discovered that the two smaller squares on the side of a right angle triangle added up to the exact same size as the larger square on the triangle - the square formed on the diagonal side. This is called Pythagoras Theorem. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:02|5/31/2021
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Innate Behaviour | Ecology & Environment | Biology | FuseSchool
What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? Innate behaviour is instinctive; it is determined by our nervous system and does not involve conscious decision. It is often inflexible, such as a reflex response to a stimulus. We do not acquire innate behaviour through learning and practice, but are born with the behaviour pattern 'hard-wired' into our nervous system. We have inherited the response in our genes from our parents. There is little variation in response between individuals. You do not need to learn how to sneeze, or a spider does not learn how to spin a web; this things come 'naturally'. Learned behaviour however does involve learning, and we modify our learned behaviour responses as a result of experience. This means that learned behaviour does vary between individuals. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:22|1/29/2021
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Derive Expressions & Equations | Algebra | Maths | FuseSchool
In this video we look at how to derive equations and expressions from sentences. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:16|7/14/2021
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Avogadro's Number - The Mole | Chemical Calculations | Chemistry | FuseSchool
Learn the basics about Avogadro's number - The Mole. What is Avogrado's number? Why is it called like that and what relation does it have to the mole? Find more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:59|7/9/2021
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Properties of Sulfur | Properties of Matter | Chemistry | FuseSchool
Sulfur is the 16th element of the periodic table, and is a non-metal. In its elemental form it is a bright yellow crystalline solid at room temperature. In this video we are going to look at the basic physical and chemical properties of sulfur. We will also discover some real-life applications of sulfur containing compounds. The most common allotrope of sulfur is octasulfur (S8) – where eight sulfur atoms join together to form this ring structure, and is very prevalent in nature: it is commonly found around volcanoes. Interestingly enough, yellow elemental sulfur burns with a blue flame and melts into a deep red-liquid. So you may think that sulfur is just a boring non-metal, but think again! Its many compounds can be found in everyday life. Does cutting onions reduce you to tears? The sulfur-containing compound responsible for this is a known substances that makes your eyes produce tears. Stinky feet and bad breath? Blame those on sulfur-containing compounds, too! Overcooked those boiled eggs? That blue-grey lining around the yolk is due to the reaction of iron in the yolk with hydrogen sulfide created in the whites, forming iron (II) sulfide. Ever smelled a natural gas leak? That is actually the smell of a “spiking agent” which is a class of sulfur-containing compounds called thiols or mercaptans, such as methanethiol. Methane is the gas, the thiol is the sulphur smelling part. The sulphur smell is strong enough so you can detect a potentially dangerous leak. In fact, fuel for cars and other vehicles also contain these sulphur compounds. The combustion of these fuels also means the combustion of these sulfur-containing compounds. This results in the production of sulfur dioxide, which reacts with oxygen in the air to create sulfur trioxide. Sulfur trioxide then reacts with water vapour in the atmosphere to produce sulfuric acid. Sulfuric acid then dissociates to its respective ions. Meaning there is a higher concentration of hydrogen in our rain water and so the pH is lower than normal, which means that it is acidic! But, sulfur is not all that bad! Bicycle and car tires would not exist without sulfur. White latex is tapped from rubber trees. In this natural state it is very squashy and not very useful, so it is vulcanized (or cooked) with sulfur to make it harder, stronger and longer lasting. In its natural state, the rubber molecules are long chains that are tangled up and only weakly linked. When it is vulcanised, the sulphur helps form extra bonds which are known as cross links. This makes it harder. Did you know that curly hair has a connection to sulfur? Keratin, the main protein component of hair, has lots of disulfide bridges. The more bridges present, the curlier your hair! In fact, straightening curly hair involves breaking these bridges either using heat or chemicals. Do you love the smell of the seaside? That distinct smell is actually from sulfur-containing compounds released by algae, and decomposing seaweed – which is very toxic but present in low enough concentrations so that it is safe for you to enjoy your time at the beach! Sulfur is an essential element to life. It is present in one of the 22 amino-acids that make up proteins. So when living things die and get buried underground to form fossil fuels the sulfur remains there, only to be released as OSO when the fuels are burnt. Again leading us back to acid rain. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
4:06|6/11/2021
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In Depth: Atomic Mass Units | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Atomic Mass Units. The atomic mass is used to find the average mass of elements and molecules and to solve stoichiometry problems. Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:49|6/21/2021
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What is Organic Farming? | Agriculture | Biology | FuseSchool
As populations have grown, farming practices have become more intensified to maximise crop yields and ensure we can feed the ever growing population. Fertilisers and pesticides are used on crops, and animals may be kept inside in more densely packed sheds to maximise milk yields, or egg production, or speed up the time needed for the animal to be ready to be sent to market for meat. An alternative to conventional farming is organic farming. Organic farming currently accounts for about 1% of agricultural land worldwide. It focuses on sustainability and is thought to have less detrimental effects on the environment than conventional farming. This has led to it being proposed as an alternative to conventional agriculture for helping to overcome the climate change crisis we are currently experiencing. The debate continues, as it is not a perfect solution. In theory, organic farming should not use chemical fertilisers, herbicides and pesticides or feed additives for livestock. It requires the farmer to use more natural alternatives. This results in lower yields, but the farmer can sell their produce at a higher price because consumers believe the produce is of a higher quality. Instead of fertilisers, manure is used. This recycles waste and improves the soil structure. However, it is smelly and more difficult to apply than chemical fertilisers, and also means the farmer has less control over the mineral content they are putting into their soils. Crop rotation is used to reduce disease building up in the soils and to strengthen the soil composition. Certain crops, such as the legume family - so peas and beans, fix nitrogen from the air and increase the nitrates in the soil. This makes the soil much more fertile, and so farmers rotate legumes with their other crops. Growing multiple crops is however less efficient and produces lower yields than specialising in one or few crops however. Instead of using herbicides, weeding is the preferred organic farming technique. This is of course much more environmentally friendly because it is chemical free but it is very labour intensive. Although this does mean more jobs available, which is a great thing. Organic farming is thought to maintain the biodiversity better than conventional farming because fewer chemicals are used. There are more bumble bees and insects in an area because pesticides haven’t been used. Weeds and non-crop plants can grow as herbicides aren’t used. Biodiversity benefits the food chain across all levels, from the plants up to the foxes. These are the theories of organic farming, and is how we farmed for the one hundred thousand years before the industrial revolution. It is generally thought that organic farming is much better for biodiversity, and also produces a healthier product because less chemicals are used on it. In the second video on organic farming, we will look at some of the problems of organic farming, and the reality of what it means to be an organic farm. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | FRA | ARA | SPA | CAT | RUS
3:50|5/15/2021
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Green Chemistry - Principle 4 | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the principles of green chemistry as part of the environmental chemistry topic. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
2:23|8/10/2020
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Testing For Positive Ions - part 2 | Chemical Tests | Chemistry | FuseSchool
Learn the basics about Testing for positive ions - part 2. Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:56|7/26/2021
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Properties of Ionic Substances | Properties of Matter | Chemistry | FuseSchool
Learn the basics about properties of ionic substances as a part of ionic bonding within properties of matter. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:05|5/27/2021
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Global Warming - Evaluating the Evidence | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about global warming as part of the environmental chemistry topic. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | SPA | CAT | RUS
3:53|5/6/2021
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Testing For Hydrogen, Oxygen, Carbon Dioxide & Chlorine | Matter | Chemistry | FuseSchool
Learn the basics about Testing for hydrogen, oxygen, carbon dioxide and chlorine. Why do we need to test these particular gases? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:57|7/28/2021
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Human Defence Systems Against Pathogens | Health | Biology | FuseSchool
Human Defence Systems Against Pathogens | Health | Biology | FuseSchool Pathogens are disease causing microorganisms, that our body has many defence mechanisms against. The skin is the first physical barrier, providing a protective layer that is hard to penetrate. We also have sebaceous glands that secrete acids, thus preventing the growth of pathogens. Pathogens can enter through our mouth, nose and eyes quite easily. Saliva, mucus and tears contain lysozyme enzymes that break down the cell wall of many bacteria. Our respiratory system then has it's own defences from nasal hair to mucus to enzymes. Hydrochloric acid inside our stomach kills many harmful microorganisms that enter in our food and drink. Our blood also has a great defence system; blood contains platelets and fibrin which causes blood to clot and scabs to form, sealing off cuts from the outside. Our blood also has another fantastic weapon; white blood cells. These can hunt down and destroy pathogens, they can ingest them, and they can neutralise the effect of the pathogen toxins on the body. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:35|9/29/2020
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What Is Carbon Neutral and Biofuels | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about carbon neutral and biofuels, as a part of environmental chemistry. Coal, oil, natural gas, shale gas and gas from fracking are fossil fuels formed hundreds of millions of years ago from living things that got trapped by layers of sediment before they had time to decompose. Humans have been burning fossil fuels for about 300 years. As a result the amount of carbon dioxide in the atmosphere has kept on rising. So we need to replace them with an energy supply that does not put extra carbon dioxide into the atmosphere. Firewood is the oldest bio-fuel mankind has used, now we have biogas, gasohol and many more. Carbon dioxide is produced when these burn, but as long as the trees and plants are allowed to re-grow, burning them simply helps carbon on its way round its natural cycle What is biogas? If we collect the faeces from humans and farm animals and place them in a ‘digester’ we can mimic what happens in a cow’s intestine, and we get biogas. There are many such digesters in use all round the world, where the gas is used for cooking and lighting and the remains are a rich fertiliser. Biogas digesters are used in most sewage works where the methane is burnt to generate electricity. Another example of biofuel is agricultural waste for example wheat straw. Nowadays we are growing crops especially to use as a fuel. In Brazil sugar from sugar cane is fermented to make alcohol ‘gasohol’ to fuel their cars. In Europe and USA vegetable oil is made into fuel for diesel engines. When these fuels are burnt the carbon returns to the atmosphere ready to be used again the next year when the crops grow again, which explains why these fuels are called carbon-neutral. However, these are not all good. Growing bio-fuel crops uses large amounts of fossil fuel for fertilisers and manufacturing; and it uses large areas of agricultural land needed for food production. There is hope however: scientists are trying to grow oil-rich algae using seawater and sunshine. This does not use valuable agricultural land and needs no fertilisers. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:56|6/18/2021
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Hydrolysis & How It Is Used To Make Soaps | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about making soaps using hydrolysis. What are the methods and techniques used to make soaps? What is hydrolysis? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:00|5/18/2021
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Covalent Bonding In Carbon Dioxide | Properties of Matter | Chemistry | FuseSchool
Carbon dioxide is a product of one of the most important chemical reactions in the world: combustion. Like water, the bonds in carbon dioxide are POLAR COVALENT, making the carbon atom delta positive and the oxygens delta negative. Although, unlike water, carbon dioxide is not a polar molecule overall. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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3:53|7/18/2021
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Stomach Acid | Acids, Bases & Alkali's | Chemistry | FuseSchool
Learn the basics about what stomach acid is as part of the acids and bases topic. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:51|5/20/2021
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What Are Serial Dilutions | Chemical Calculations | Chemistry | FuseSchool
We have already seen what dilutions are, and how to calculate them using the simple M1V1 = M2V2 equation. We are now going to look at serial dilutions. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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3:52|7/7/2021
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Animal Classification | Evolution | Biology | FuseSchool
All living things are grouped into 5 kingdoms. In this video we are going to look at the animal kingdom in more detail. There are thought to be over 7.5 million species of animal on planet Earth, of which 900,000 have been described. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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3:59|7/27/2021
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Barium Meals - Why Are They Useful? | Acids, Bases & Alkali's | Chemistry | FuseSchool
Learn the basics about Barium meals, and why they are useful, as part of the uses of salts topic within acids and bases. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:05|5/19/2021
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Conductors & Non-Conductors | Properties of Matter | Chemistry | FuseSchool
Learn the basics about conductors and non-conductors as a part of elements, compounds and measures within the overall topic of properties of matter. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:58|5/13/2021
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Extraction Methods - Bioleaching & Phytomining | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about future extraction methods including bioleaching and phytomining. This is a part of the overall environmental chemistry topic. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:02|6/16/2021
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Making Predictions Using Reactivity Series | Reactions | Chemistry | FuseSchool
Learn the basics about making predictions using the reactivity series, as a part of metals and their reactivity within environmental chemistry. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:08|6/17/2021
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What are Mendel and Genetic Crosses | Genetics | Biology | FuseSchool
Gregor Mendel came up with the correct hypothesis for how inheritance of traits works. Mendel published his ideas in 1866, but it took until the 1900’s for his ideas to be recognised. In this video we represent Mendel's work using genetic crosses. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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4:11|6/23/2021
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How To Separate Solutions, Mixtures & Emulsions | Chemical Tests | Chemistry | FuseSchool
Learn the basics about separating solutions, mixtures and emulsions when learning about separation techniques as a part of chemical tests. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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4:07|5/26/2021
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What Are Redox Reactions? (Oxygen Exchange) | Reactions | Chemistry | FuseSchool
Learn the basics about the exchange of oxygen in oxidation-reduction reactions (REDOX) when learning about chemical reactions. In a chemical reaction, oxidation is oxygen GAIN and reduction is oxygen LOSS. A good example of oxidation is a combustion reaction. Hydrogen is a clean fuel that works by combination reaction with oxygen. Energy is released as bonds are formed, and this energy can be used to power cars or appliances. Oxygen also combines with metals. When oxygen reacts with iron, the iron is readily oxidised. This is why iron rusts. Haemoglobin in blood carries oxygen around the body by oxygen exchange reactions. The iron in the blood oxidises. Reduction is oxygen loss. Some oxides, when heated, release oxygen and are reduced. It is very important that we are able to make metal oxides lose oxygen, as pure metals that result from this process have unique properties that are useful for industry. For example, in a blast furnace. Coke is used to reduce iron ore (iron oxide) to iron metal. Simultaneous oxidation and reduction can take place in reactions, as happens in the blast furnace. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:11|5/21/2021
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Ecosystem Management | Ecology & Environment | Biology | FuseSchool
Regardless of the habitat type, method of management, or end goal, ecosystem management plays a large part in modern society. Without effective ecosystem management, we would have much less access to the resources that we use for our daily lives. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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3:58|7/29/2021
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What Is Anaerobic Respiration? | Physiology | Biology | FuseSchool
Sometimes animals and plants cannot get enough oxygen to respire aerobically, such as during intense exercise, but they still need to respire to survive. After all, everything relies on respiration for energy. Luckily there is a back-up plan; anaerobic respiration. The generalised equation for anaerobic respiration in muscles is: glucose --- lactic acid + energy. There is no oxygen involved in anaerobic respiration. It is much less efficient than aerobic respiration, and much less energy is released. This is because the glucose is only partially broken down. Another problem is that lactic acid is produced. This is actually a poisonous chemical that if it builds up in the body, the muscles stop working and you get muscle cramp.You can only get rid of the lactic acid by taking in oxygen again and thus replacing the oxygen debt. Oxygen is needed to break down the lactic acid, turning it into carbon dioxide and water. The oxygen supply can also run out for plants too, such as in waterlogged soils. This then forces plants to have to carry out anaerobic respiration, as they too need to respire constantly. The generalised anaerobic respiration equation for plants is: Glucose --- Ethanol + Carbon Dioxide + Energy. In yeast, this process is called fermentation and is used to bake bread and brew alcohol. What Is Aerobic Respiration? -> https://bit.ly/2TAsLbS VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:02|6/15/2021
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Reducing Particulates (Soot) | Environmental Chemistry | Chemistry | FuseSchool
Learn about reducing particulates as part of the carbon chemistry within environmental chemistry. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:02|5/30/2021
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What Is Biodiversity? | Ecology & Environment | Biology | FuseSchool
Biodiversity is a key concept in ecology and has importance on both local and global scales. Biodiversity is the degree of variation of life, or put more simply, the number of different individuals and lifeforms in an area. Scientists usually measure biodiversity on either the genetic, species, or ecosystem levels. For example, if you wanted to measure the biodiversity of beetles on a global scale, you would find that there are over 350,000 known species of beetles on the planet. However, if you wanted to measure the biodiversity of beetles locally, you might only find 10 or 20 species. The reason for this difference is that biodiversity varies greatly with the location, habitat, and species being surveyed. In general terms, biodiversity tends to be highest at the equator, and decrease at higher latitudes - i.e as you get further away from the equator. Knowing this information, where would you expect to find the habitats with the lowest biodiversity? Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:13|5/28/2021
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Collecting & Identifying Gases | Chemical Tests | Chemistry | FuseSchool
Learn the basics about collecting and identifying gases? What are the methods and techniques used, and why is it done? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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4:09|7/16/2021
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What are viruses | Cells | Biology | FuseSchool
What are viruses | Cells | Biology | FuseSchool In this video we are going to look at what viruses are. Viruses are a type of microorganism. They are too small to be seen with the naked eye: much smaller than bacteria, and about 100 times smaller than human cells. They come in many different shapes and are present wherever there are cells to infect. In fact, viruses are the most common biological unit on Earth, outnumbering all other types combined! Viruses can infect humans, all animals, plants and even bacteria. Viruses are very simple. They are made up of a protein coat surrounding a strand of genetic material. The genetic material can either be DNA or RNA. Sometimes a membrane called an envelope surrounds a virus particle. This envelope isn’t made by the virus, but is actually stolen from the membrane of the host cell. This is a great strategy by the virus - it makes it harder for the host cell to identify the virus as foreign. As we just saw, viruses aren’t made up of cells. In fact, they aren’t really living. They are halfway between a living organism and a chemical. Because they aren’t living, we say there are different types of virus… rather than saying different species of virus. Some common types of viruses are influenza and HIV/AIDS. So if viruses aren’t living, how do they cause illness? Viruses are parasites: they can only reproduce in other living cells. They enter a host cell and hijack the host’s genetic machinery. They make copies of their own viral genetic material instead, and produce lots more virus particles. After lots of virus particles have been made, the host cell dies and the viral particles are released to infect more cells. The released viral particles can also spread to other people. There are actually two different ways in which the virus attacks the host cell, which we will look at in more detail in this video. ( How viruses cause illness ). Viruses causes many human diseases, including colds… influenza… rabies… yellow fever… HIV/AIDS… pneumonia... bird flu… zika… ebola… and the cancer causing HPV. These are just a few examples. Fortunately, the human immune system is very good at dealing with viral invaders. Sometimes our immune system will recognise the virus as an intruder and will destroy the virus before it gains entry into a cell. Even after infection begins, often our immune system destroys the virus and the person recovers. Sometimes the immune system cannot destroy the virus fast enough, and the virus can cause permanent damage or death. In 1918 the Spanish flu is thought to have caused up to 50 million deaths worldwide. Scientists have developed vaccinations against lots of viruses, which have even led to the eradication of some viruses like smallpox as all human hosts became immune. However, some viruses like HIV have proved impossible to develop any kind of vaccine for. Did you know that antibiotics do not work for viruses? They are only for bacterial infections. If you have a cold or the flu, you shouldn’t be taking antibiotics - they won’t make a difference. There are some anti-viral drugs that have been developed, such as one that dramatically prolongs the life of people affected by HIV. So there we have viruses. They are incredibly simple organisms, but are extremely effective at causing infection! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:59|5/5/2021
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What Are Fertilisers? | Agriculture | Biology | FuseSchool
What are fertilisers? Fertilisers help to plants grow, thus increasing crop yields. They contain helpful nutrients and minerals like nitrogen, potassium and phosphorous which aid in plant growth. Excess fertilisers washing off fields causes a problem known as 'eutrophication'. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS
1:37|6/26/2020
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What Does The Stomach Do | Physiology | Biology | FuseSchool
The stomach is an amazing organ. It varies in size from person to person but can contain up to 2 litres of food and liquid. The stomach is one of the organs in the digestive system. It is essentially a bag of muscle where food is kept for up to 2 hours whilst various things happen to it. There are two types of digestion that occur in the human body: mechanical and chemical. They both occur in the stomach. The innermost tissue in the stomach is called the mucosa. This layer contains cells that secrete something called gastric juice into the stomach. It contains mucus, digestive enzymes and hydrochloric acid. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | CAT | SPA | FRA | RUS
3:22|1/27/2021
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What Are Catalysts? | Reactions | Chemistry | FuseSchool
Learn the basics about Catalysts. What are catalysts? How do catalysts work? Using catalysts in industry? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | RUS
3:34|2/25/2021
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Properties Of Water | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Properties of water. What are the properties of water? What is water made of? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
4:15|5/28/2021
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How Does Water Treatment Work | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about water treatment, as a part of environmental chemistry. Human beings have added to the natural water cycle by taking water from rivers for use in our towns and cities. We are taking a huge amount of water from natural sources to use in our homes and industries. Lots of humans take water for granted. For some people water is a precious and scarce resource. Only 3% of the water in the world is fresh. Of this, three quarters is locked up as ice, one quarter is under ground and only 1% is above ground in rivers and lakes. Global demand for water is increasing hugely. Water is mainly used for irrigation of crops, and normally this needs no further purification. The next biggest user is industry. Sometimes, for example in food preparation very clean water is needed. Finally there is the domestic water. Some people are lucky enough to have domestic water piped to their house, and this is usually of drinkable quality and so undergoes treatment first. Piped water from the water works originally comes from rivers, lakes, reservoirs, or underground aquifers. A grill stops large floating objects, such as fish, from entering the water works. Next coagulants, such as Alum, are added which causes tiny particles in the water to cluster in lumps which then settle in the sedimentation process. The filter is made of fine sand to capture any particles that are left. Finally chlorine is added to kill any bacteria. If the water does not naturally contain fluoride ions they are often added as sodium fluoride as an aid to build strong teeth in those that drink the water. SUBSCRIBE to the Fuse School channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | FRA | ARA | SPA | CAT | RUS
4:14|6/7/2021
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What Are Hormones | Physiology | Biology | FuseSchool
A hormone is a chemical messenger that is secreted (or released) into our bloodstream by specific organs known as glands. Hormones regulate (or control) many processes in our body, including blood glucose levels, water content in blood, general growth, and blood pressure – just to name a few. They produce a specific response when they reach the target organ. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Find our other Biology videos here: Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:37|9/30/2020
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Digestion - What Is It? | Physiology | Biology | FuseSchool
VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:18|1/27/2021
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Properties and Chemistry of Benzene | Chemistry for All | The Fuse School
Learn the basics about the chemical compound Benzene and its properties? Find out in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT | RUS
3:51|6/9/2021
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Parallel & Perpendicular Lines | Graphs | Maths | FuseSchool
Learn about graphs. In this third part introductory video we will look at the parallel and perpendicular lines. Both parallel and perpendicular lines are found everywhere; just think of a car park. Parallel lines have the same gradient; they go in the same direction and will never ever cross. i.e. They have the same steepness. Perpendicular lines cross each other at 90 degrees (right angles). One will always have a positive gradient and the other will always have a negative gradient. We will look at finding the gradients and equations of parallel and perpendicular lines in future videos. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool
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1:41|7/2/2020
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Corrosion | Reactions | Chemistry | FuseSchool
Learn the basics about Corrosion. How does that chemical reaction happen to metal elements? Why does it happen? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:22|2/1/2021
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Equation Of Parallel Lines | Graphs | Maths | FuseSchool
In this video, we are going to look at parallel lines. To find the equation of parallel lines, we still use the y=mx + c equation, and because they have the same gradient, we know straight away that the gradient ‘m’ will be the same. We then just need to find the missing y-intercept ‘c’ value. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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4:14|7/8/2021
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What is an atom | Matter | Physics | FuseSchool
In this video we are going to look at what atoms are made of, and the mass and size of atoms, and the arrangement of electrons in an atom. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | DEU | FRA | ARA | RUS
3:59|6/28/2021
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What Is DNA | Genetics | Biology | FuseSchool
DNA (deoxyribose nucleic acid) is extremely important. All living things have DNA, or in the case of some viruses they have RNA instead. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ARA | RUS
3:29|2/18/2021
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Fossils & Evidence For Evolution | Evolution | Biology | FuseSchool
The theory of evolution states that individuals within a species show wide degrees of variation, and those individuals with characteristics best suited to their environment are more likely to survive and reproduce. This theory grew from studying the variations and similarities in living animals and plants, but also, very importantly, by studying fossils. The study of the number and placement of fossils within certain types and areas of rock is known as the fossil record. This record gives us an indication of the types of animals and plants that existed in the past, from many millions of years ago, right up until around 10 000 years ago. Fossils of single celled organisms such as cyanobacteria from Australia have been found in rocks that are more than 3.5 billion years old! Palaeontologists are people who study fossils. By comparing fossilised body structures and fossilised tracks of movement, they painstakingly piece together the story of how animals and plants have changed and evolved over time. Importantly, by comparing fossils from different species, palaeontologists can look for similarities in structure, to try and work out which species are related to which others. This work has enabled scientists to visualise how some species have evolved from others. The discovery of “transitional” fossils has greatly assisted palaeontologists’ understanding of how evolutionary processes occur. For example, in 1998 scientists found a 370 million year old fossilised fish with a hand-like fin, suggesting a transition from sea dwelling creatures to land. Meanwhile the discovery of transitional reptile fossils with mammal-like jaw bones has enabled palaeontologists to date the emergence of early mammals to about 245 million years ago. Mammals did therefore live alongside the dinosaurs. Fossil evidence even has allowed us to identify where humans and chimpanzees went their separate ways. Our last common ancestor lived about 5-7 million years ago. Since that time fossils of over 20 hominid species have been discovered! Tracing the lineage of plant and animal species using the fossil record is not an exact science. The lack of transitional fossils makes this all the harder, leading to significant “gaps” in the fossil record. Because the formation of fossils is a rare event, many transitional species have just not formed fossils. However, as new fossils are being discovered all the time, we can expect at least some of these gaps to be eventually filled. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | CAT | SPA | DEU | RUS
3:42|2/22/2021
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Xylem and Phloem - Part 2 - Transpiration - Transport in Plants | Plants | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Xylem and Phloem - Transport in Plants: https://bit.ly/2XcdNZE Xylem and Phloem - Part 3 - Translocation - Transport in Plants: https://bit.ly/2XescTp Structure Of The Leaf: https://bit.ly/3aRYoS9 Transpiration is the evaporation of water from the aerial parts of a plant (so the leaves and stems). By water evaporating out of these parts - mostly the leaves, a suction pressure is created which draws water up through the plant. This is called the transpiration pull. Water passes in from the soil by osmosis, passing down the concentration gradient, and into the root hair cell’s cytoplasm, and then on to the xylem vessels. Water moves through the xylem vessels from the root to the stem to the leaf. As well as the leaf cells needing water for photosynthesis, water also keeps the cells turgid which supports the plant. Inside the leaves, water is drawn out of the xylem cells to replace the water lost through transpiration. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | RUS
3:55|4/12/2020
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Monoclonal Antibodies | Health | Biology | FuseSchool
Antibodies are the warriors inside our body. They are part of our immune system, recognising and fighting against bad foreign invaders, called antigens. Antibodies can bind to a broad range of antigens, and are produced by cells of the immune system, known as B-cells. To learn more about antibodies and antigens, watch this video. Antibodies can be used for medical and diagnostic applications, in the form of monoclonal antibodies. So, what are monoclonal antibodies? The word monoclonal means a single clone. Monoclonal antibodies are identical antibodies produced in laboratories from a single clone of immune cells. The cloned immune cells are genetically completely identical. And so the antibodies they produce are also identical to one another. Which is perfect - to work properly, we need large numbers of identical antibodies. Monoclonal antibodies have a high specificity, which means they can recognize and bind to a single antigen binding site. This means they are targeted to a specific antigen, and is a key trait that makes them useful in diagnosing and treating diseases. So how are they produced? Well first off we need an immune system. Which is why we use mice. In a laboratory, a mouse is vaccinated with the target antigen. This stimulates the B-cells, found in the spleen, to produce antibodies against the target antigen. The spleen of the mouse is then removed. The B-cells in the spleen are isolated, and fused with a tumour cell. We need to fuse the antibody-producing b cells with a tumour cell, because the b-cells don’t have the ability to divide. BUT tumours however do divide easily. This fusion cell is called a Hybridoma cell. The hybridoma cells reproduce rapidly to make cloned cells, which all make the same antibody. These monoclonal antibodies are collected and purified, ready for use. They match up perfectly with the target antigens in the body. And are made in huge quantities. Monoclonal antibodies are potentially really exciting, and can be used in a number of ways... I bet you didn’t know antibodies were used in pregnancy tests!! Monoclonal antibodies on the pregnancy test stick bind to the HCG hormone found in the urine of pregnant women causing a colour change. Monoclonal antibodies can target the antigens on cancer cells and be used in a number of ways... Firstly, by combining them with an anti-cancer drug which can then accurately locate and target only the cancer cells or avoiding the healthy cells. Secondly for detection… they can carry special markers which show doctors where the cancerous cells are starting to build up. Thirdly, they can be used to trigger the body’s own immune system to recognise and kill the cancer cells They can also be used to identify other diseases and locate blood clots. So those are a few uses… but are they all good? We’ve seen the positives, so what are some criticisms? They are expensive and time-consuming to produce… they have more side effects than expected; and they are too specific meaning that whilst yes they can diagnose and attack diseases, they only can attack one type each time. A more diverse and adaptable solution would be better. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | CAT | RUS
3:57|5/7/2021
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Plant Hormones: Tropisms | Plants | Biology | FuseSchool
Plants have developed responses called tropisms. A tropism is a growth in response to a stimulus; so light and water in the plant’s case. There are different types of tropisms: Positive tropisms are when growth is towards the stimulus - so the plant growing towards the light to maximise the stimulus for photosynthesis. Negative tropisms are when growth is away from the stimulus - so roots growing away from the light, and deeper into the soil, so there is less chance of them being dried out. These are both phototropisms: growth in response to light. There are also geotropisms which is growth in response to gravity. The stem undergoes negative geotropism, because it goes against gravity, and grows upwards towards the light. Whereas roots undergo positive geotropism, because they grow in the same direction as gravity - downwards. So unsurprisingly, plants grow in response to light and water, and grow towards or away from light (Phototropism) and with or against gravity (Geotropism). But something must control this growth. Just like humans, plants have growth hormones. We will look at these plant hormones in our video called ‘plant hormones: auxins and gibberellins’ and we will see how they are used in weed killers, fruit ripening and more. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC (View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | RUS
1:54|7/9/2020
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What are Ionic Bonds? | Properties of Matter | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video you'll learn the basics about Ionic Bonds. The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
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2:55|4/4/2020
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Rearranging Line Equations y = mx + c | Graphs | Maths | FuseSchool
In this video we are going to look at rearranging straight line equations to find the gradient and y-intercept. Straight lines follow the equation y=mx+c, where the m is the gradient and the c is the y-intercept. But straight line equations aren’t always written out in this nice form. Sometimes we have to do some rearranging. When straight line equations are written in the y = mx + c format, it easily tells us that the gradient is m and the y-intercept is c. Which is why it is often preferable to rearrange straight line equations to follow this format, and it also makes plotting the line much easier. You just need to recognise that any equation with an x and a y will be a diagonal straight line. It might also have a ‘c’ number on it’s own too. We then may want to rearrange the equation into the y = mx + c form as that’s much easier for comparing gradients and y-intercepts, and plotting the equation onto a graph. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ZHO | FRA | RUS
2:35|9/25/2020
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Displacement reactions and reactions in solutions | Chemistry for All | The Fuse School
Learn the basics about Displacement reactions and reactions in solutions. What are displacement reactions? and what they in solutions? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Follow us: Friend us: http://www.facebook.com/fuseschool
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4:23|5/24/2019
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Coal, Oil & Gas Hydrocarbons | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about coal, oil and gas hydrocarbons as part of the organic chemistry topic. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:56|11/16/2020
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Levels of organisation in an organism | Cells | Biology | FuseSchool
Our body is a pretty fantastic feat of engineering. But how does it work? How do all of the different components come together to keep us alive, keep us functioning and achieving our goals? In this video we are going to look at the levels of organisation in organisms, from smaller than cells to bigger than organs. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ZHO | ARA | CAT | SPA | RUS
2:47|10/20/2020
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Food Chain | Ecology and Environment | Biology FuseSchool
In this video, we are going to look at a food chain and the different roles within that. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | ZHO | FRA
2:37|10/1/2020
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How the Kidneys Remove Urea | Physiology | Biology | FuseSchool
Did you know in the next sixty seconds one point two liters blood would been filtered through your kidneys. the blood contains urea which is a waste product formed from the breakdown of excess protein in the body needs to get rid of the urea as it is toxic to the body if it pulls up. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA
2:28|9/10/2020
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Variation | Genetics | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Waldi Apollis Narration: Dale Bennett Script: Lucy Billings Look at these baby animals. You will have immediately observed how cute and fluffy they are but you will also have noticed that they are different - they vary. Yes - some are puppies and some are kittens. There is a great deal of variation between species but also there is variation within a species. One puppy is fluffier than the other, they have different colour fur and the kittens have different coloured eyes. Variation is the differences in the characteristics of individuals in a population. It can be due to genetics, the environment or a combination of both. Let’s start with genetics. Different members of a population have different DNA, unless they are identical twins. This means they have different versions of genes, called alleles, and these alleles give rise to different characteristics. For example, on the eye colour gene this kitten has an allele for blue eye colour whereas this kitten has an allele for brown eye colour. If the species reproduces by sexual reproduction, the random mixing of alleles from both parents results in extensive genetic variation within a population of a species. This means that some individuals are better adapted to their environment than others, allowing natural selection to take place. For example, in a population of rats, some will have better eyesight than others. These will be able to avoid being eaten by predators so are more likely to survive to reproduce and pass on this advantage to their offspring. Some examples of variation in humans that are controlled only by genes include eye colour and blood group. If you have blood group A it is because you have the alleles for this characteristic. This is genetic variation, and it is something that you were born with, and nothing can change it. Some variation is due to the environment, or lifestyle of the organisms. Examples in humans are hair length (it depends on how short you decide to cut it), your accent, as this is linked to where you live and if you have any piercings, tattoos or scars. These are characteristics that you acquire throughout your life. Many characteristics are due to a combination of both genetics and the environment. For example, the height a person can grow to is determined by genetics - tall parents tend to produce tall children. However, a person will not grow to their potential height unless they eat a healthy, balanced diet. Also, there is some debate on how much intelligence is due to genetics or the quality of education a person receives - is intelligence more due to nature or nurture? To answer these questions scientists can do experiments using identical twins. If the characteristic in both twins is the same then it is most likely due to genetics. If it is different, then the environment has played an important role. For example, identical twins will have the same eye colour as this is only due to genetics but they will have different personalities, talents, likes and dislikes and this shows that these are also influenced by the environment. So, in this video we learnt about variation, and how it can be controlled by genetics, the environment or sometimes both. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA | FRA | ITA | ZHO | HIN | RUS | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
3:41|4/10/2020
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Enzymes | Cells | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Enzymes are really important proteins, that speed up the rates of reactions such as in photosynthesis, respiration and protein synthesis. The enzymes and substrates are always moving, and occasionally they collide at the right speed and orientation so that the substrate fits into the enzyme at the active site. Collision theory dictates that collisions must occur with sufficient energy and in a specific orientation for a reaction to occur. Enzymes are specialised; their active site matches the shape of the specific substrate that they react with. The enzyme and the substrate fit together using a lock and key mechanism. Once the substrate is in the active site, the reaction takes place. The required product is produced and the enzyme releases itself and carries on moving around. The enzyme could be protease, which breaks down proteins into amino acids. Or carbohydrase which breaks down carbohydrates into glucose. Or lipase which breaks down fats into fatty acids and glycerols. Hydrogen peroxide is often formed as a result of reactions in cells, and if it is left to build up it is harmful. Luckily, we have catalase enzymes that are really fast. They break the hydrogen peroxide down into the harmless water and oxygen. Equally, enzymes can help build up molecules like this… but the process is still exactly the same. Whilst enzymes do fantastic things, they are sensitive. Each enzyme has optimum conditions under which it works best. Firstly, there needs to be enough substrate around - they need a high enough substrate concentration for the reaction that they catalyse. If there is too little substrate, then the rate of reaction is slowed. Sometimes, if there is too much product around then the reaction slows because the enzymes and substrates have less chance of bumping into each other. So the product needs to be removed for a higher rate of reaction. Enzymes also have optimum pH and temperature conditions. Up to a point, an increase in temperature causes increased rate of reaction because there is more heat energy. More energy means more collisions. However, above a certain temperature the rate drops off due to denaturing. We will look at the effect of pH and temperature on enzymes in our video ‘Denaturation of Enzymes’. The pH and temperature optimum conditions are specific to the conditions in which they work in; an enzyme that works in the stomach for example would have a more acidic optimum pH. And of course, there need to be enough enzymes around for the rate of reaction to be optimised. So we know that enzymes and substrates fit together at the active site and form a ‘lock and key’ mechanism. The enzyme then releases the product and can be reused again. They are sensitive to temperature and pH, and there needs to be sufficient enzyme and substrate concentrations for reactions to occur. Enzymes not only control all kinds of reactions such as in photosynthesis, respiration, digestion and protein synthesis, but we also make use of them in day to day life. Protease and lipase enzymes are used in biological washing powders to remove proteins and fats from stains in our clothes. We also use enzymes in our food and drink industries; pectinase is used to break down the cells in fruit when making fruit juice so that more juice is released. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:11|4/8/2020
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Introduction To Sequences | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video, we’re going to discover some key sequences terminology and how to recognize and generate some important sequences. We will come across all of these key sequences. Arithmetic, Linear, Triangular, Square, Cube, Fibonacci, Quadratic, and Geometric. And these keywords; term, 1st term, common difference, common ratio. Each number in the sequence is called a term. This just tells us that the sequence carries on forever. Sequences that have a common difference, so the same difference every time, are called arithmetic sequences or linear sequences. The sequence comes from the pattern of dots needed to make a triangle. Square numbers and cube numbers are also special sequences. This is called the Fibonacci Sequence. You just add up the 2 numbers before to get the next term. There’s a lot you can discover about Fibonacci, such as if you make squares of the Fibonacci sizes, you get a spiral. It’s linked to The Golden Ratio. And is seen throughout nature. So, in arithmetic or linear sequences, it’s called a common difference and in geometric sequences, it’s called a common ratio. So now we know the difference between these sequences. Arithmetic, Linear, Triangular, Square, Cube, Fibonacci, Quadratic, Geometric. And what these keywords mean: term, 1st term, common difference, common ratio. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:08|4/7/2020
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Transport in Cells: Diffusion and Osmosis | Cells | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we are going to discover how cells take in useful substances and remove waste using three methods of transportation: diffusion, osmosis and then in the second part we will look at active transport. The exchange of materials occurs between cells and their environment, across the cell membrane. To make this exchange as efficient as possible, some organisms have evolved specialised exchange surfaces like the alveoli in the lungs, or root hairs in plants or the nephrons in kidneys. Depending upon what is being exchanged and which direction along the concentration gradient things are travelling will determine whether diffusion, osmosis or active transport will be used. Diffusion is the process in which particles spread out from each other. They move from high concentration to an area of low concentration,down the concentration gradient until they are evenly distributed. Osmosis is very similar to diffusion but just for water. It is the movement of water into or out of a cell. Again, it is the movement from a dilute solution (so high concentration of water molecules) down the concentration gradient to a more concentrated solution - so low concentration of water molecules. The water molecules move across a partially permeable membrane. Watch part 2 to learn about active transport. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform and access a deeper Learning Experience at www.fuseschool.org. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:51|4/3/2020
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Xylem and Phloem - Transport in Plants | Plants | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Xylem and Phloem - Part 2 - Transpiration - Transport in Plants: https://bit.ly/39SwKmN Xylem and Phloem - Part 3 - Translocation - Transport in Plants: https://bit.ly/2XescTp Structure Of The Leaf: https://bit.ly/3aRYoS9 Plants have a transport system to move things around. The xylem moves water and solutes, from the roots to the leaves in a process known as transpiration. The phloem moves glucose and amino acids from the leaves all around the plant, in a process known as translocation. The xylem and phloem are arranged in groups called vascular bundles. The arrangement is slightly different in the roots to the stems. The xylem are made up of dead cells, whereas the phloem is made up of living cells. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:27|4/2/2020
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Xylem and Phloem - Part 3 - Translocation - Transport in Plants | Plants | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Xylem and Phloem - Transport in Plants: https://bit.ly/2XcdNZE Xylem and Phloem - Part 2 - Transpiration - Transport in Plants: https://bit.ly/39SwKmN Structure Of The Leaf: https://bit.ly/3aRYoS9 Sugars move up and down the plant in the phloem. The phloem uses active transport to transport the food nutrients like glucose and amino acids around the plant. Glucose is made in the leaves by photosynthesis. Glucose is converted into sucrose in the leaves, which then enters the phloem vessels, as do amino acids. They then need to be transported around the plant to every single cell. The areas of the plant where sucrose is made are called the sources, and where they are delivered are called sinks. The phloem uses active transport because the sucrose moves against its concentration gradient from a lower concentration, where it is made, to a higher concentration in the phloem cells. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Find our other Biology videos here: https://bit.ly/34gfVB8 Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:20|4/1/2020
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What Are Endothermic & Exothermic Reactions? | Reactions | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool An exothermic reaction gives off energy to the surroundings; like a fire giving off heat. An endothermic reaction takes in energy from the surroundings; like a snowman melting. Exothermic reactions transfer energy to the surroundings, and this energy is usually heat energy, they cause the surroundings to heat up. Just like a bonfire keeping everyone warm. As well as combustion (burning), other examples of exothermic reactions are: - Neutralisation reactions between acids and alkalies - The reaction between water and calcium oxide - Respiration. It is easy to detect an exothermic reaction - just get your thermometer and see if the temperature increases. Most chemical reactions are exothermic, because heat is given out. Physical processes can also be endothermic or exothermic. When something freezes, it goes from liquid to solid. Bonds need to be made for this to happen, and to make bonds you need to do some work, thus energy is given out and freezing is exothermic. Similarly, when condensation happens - because a gas is going to liquid, again bonds need to be made and so energy is given out. So freezing and condensation are exothermic. Because in exothermic reactions, energy is given out to the surroundings. This means that the energy of the reactants is higher than the energy of the products. Endothermic reactions are less common. They take in energy from the surroundings. The energy being transferred is usually heat. So in endothermic reactions, the surroundings usually get colder. Some examples of endothermic reactions are: - Electrolysis - The reaction between sodium carbonate and ethanoic acid - Photosynthesis. Endothermic reactions can also be seen in physical processes. When something melts it goes from a solid to a liquid. For this to happen, bonds need to be broken. And to break bonds, energy needs to be put in. Boiling is also endothermic because energy needs to be put in to break the bonds for the liquid to turn to gas. Because in endothermic reactions, energy is added to the reaction, the energy of the products is higher than the energy of the reactants. And again, we can detect endothermic reactions with a thermometer because the temperature would get colder. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:17|3/26/2020
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Compound Interest | Maths for All | FuseSchool
CREDITS Animation & Design: Murray Knox Narration: Lucy Billings Script: Lucy Billings Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | CAT | ARA | RUS | FRA | ITA | HIN | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
4:33|3/25/2020
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What Is Electrolysis | Reactions | Chemistry | FuseSchool
Learn the basics about electrolysis. Electrolysis is electrical current flow through a liquid which causes chemical changes. The liquid can be a molten ionic compound or aqueous solution. The liquid will contain free-flowing positive ions and negative ions. The positive ions are called cations, and the negative ions are called anions. Electrodes are submerged in the liquid (electrolyte solution) and connected to an electrical cell. The electrons will start to flow in the wires and this will cause one electrode to become positively charged (the anode) and the other negatively charged (the cathode). This has an immediate knock-on effect in the molten liquid, and the ions in it. The positive ions in the liquid (electrolyte) are attracted to the negative electrode (cathode). The negative ions in the liquid (electrolyte), is going to be attracted to the positive electrode (anode). This is because opposite electrical charges attract. When the ions meet the electrodes, electron exchange happens and this triggers a chemical reaction. Remember that electrolysis can also take place in ionic solutions as well as molten compounds. The more concentrated the solution, the greater the ion flow rate. Ion flow rate can also be increased by increasing the potential difference or voltage across the cell. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | CAT | ARA | RUS | FRA | ITA | ZHO | HIN | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
5:10|3/24/2020
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Global population growth | Environment | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (jtmotion101@gmail.com) Narration: Dale Bennett Script: George Dietz From about 2 million years ago until 13,000 years ago there were several human species inhabiting the earth. In fact, 100,000 years ago there were at least 6 different human species! Today there’s just us: Homo sapiens. In this video, we’re going to look at some of the key moments in our population growth, and what the future looks like. Our species, Homo sapiens, first evolved about 200,000 years ago in East Africa. And slowly started out-competing our human cousins. And about 13,000 years ago our final cousins went extinct. During the past 200,000 years, we’ve grown from 1 person to the 7.5 billion today. Homo sapiens’ population started to boom about 70,000 years ago, driving the other human species to extinction. Our ancestors conquered all corners of the earth and started inventing impressive objects. The most widely accepted explanation for our ancestors rapid success is a huge improvement in our language abilities, and therefore communication and ability to share information. 12,000 years ago, at the dawn of agriculture, there were about 5 million people alive. Our ancestors started farming some plant and animal species, to provide them with a reliable supply of energy. This changed how we lived. People settled permanently around the fields, and population began to grow much more quickly than ever before. We took 2 million years to reach 5 million people, and then 10,000 years to reach 1 billion people. And that’s nothing compared to what was to come! 200 years ago, the global population was about 1 billion people. Now we’re at a huge 7.5 billion today. And still, every year, there are 83 million more people living on this planet. That’s the population of all of Germany! It started with a further agricultural revolution in Europe in the 1700s, and then the industrial revolution of the 1800s. The invention of the steam engine, increased food production, better employment rates and wages, improved quality of healthcare and standards of living have enabled a massive population boom. In simple terms, because there was more food and clean water to go around, less disease and better medical care for the sick, meant fewer people died. People that would otherwise have died, survived increasing the population. They then had children themselves, further increasing the population, and so the story goes on. We’re expected to be over 11 billion by 2100. But the truth is nobody is certain. To support the growing population, the world’s economy is expected to triple in size in this century alone. All of this is a massive challenge for the Earth’s natural resources, biomes, and wildlife. The population could continue to grow at its current rate, creating a world population of over 10 billion in the next 30 years. For this to happen, there needs to be enough food, water, shelter, and that hygiene and medical care is good. Or maybe global population decreases. There might be insufficient resources to share. Maybe food and water become scarce or not enough housing for everyone or medical care, that prevents diseases and saves lives, may not be available to everyone. Maybe our irresponsible use of antibiotics today could result in a global epidemic in the near future. Or our human-induced climate change could result in serious drought or damaging floods, thus bringing famine or disease with it. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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5:12|3/22/2020
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Volume of Prisms | Geometry and Measures | Maths | FuseSchool
In this video, we are going to learn about volume, and how to calculate it. Click here to see more videos: https://alugha.com/FuseSchool To start, we talk about length, and area. Length measures across one dimension and so is usually measured in cm or m. Area measures across two dimensions, length and width, and so is measured in cm2or m2. Volume is measured across three dimensions, length, width, and depth, and so is measured in cm3or m3. In particular, we are going to be looking at the volume of prisms. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | CAT | ARA | FRA | ITA | HIN | RUS | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
4:18|2/5/2020
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Heart Disease | Biology for All | FuseSchool
CREDITS Animation & Design: Bing Rijper Narration: Dale Bennet Script: Gemma Young Click here to see more videos: https://alugha.com/FuseSchool Let’s start with coronary heart disease or CHD in short. It’s when fatty deposits build up in your coronary arteries (aka very important arteries!), making them narrower and therefore reducing blood flow to the heart muscle. This is bad news. Less blood flow means less oxygen to the heart’s muscles, so less aerobic respiration. This means that the poor heart has to work extra hard to get energy! High blood pressure puts extra pressure on the arteries walls, making them even more susceptible to narrowing. This happens because if your blood pressure is too high, the muscles in the artery need to respond by pushing back harder and so they become more muscular and so there is less space for blood to flow through. Combined with coronary heart disease, this can lead to heart attacks, or worse, death. Well, there are a number of factors, including age, smoking, diet and physical activity. The older you are and the more you smoke, the higher the chances. Diet and physical activity also have a big effect on blood pressure, as well as cholesterol, and weight - all of which are risk factors of coronary heart disease. To keep blocked arteries open, stents can be used. They’re inserted by something called a catheter, a thin and flexible long tube. It’s fed through an artery until it reaches the blocked section. A small The balloon inside the stent is inflated, pushing the plaque and fatty deposits against the artery wall. The stent is a metal cage, which then holds the artery open. This allows more blood to flow through. The catheter is then removed, leaving the stent in place. Although stents are very useful, they do come with some risks. Statins are a pill used to lower cholesterol. They work in two ways. Firstly by slowing down the production of cholesterol by the liver, reducing the amount of bad LDL cholesterol circulating in the blood. They also stabilize and slow down the rate of fatty deposits in the arteries. In fact, they’re the most commonly prescribed drug in the UK and second most in the US. Statins reduce the risk of developing CHD and minimizes its effect, but, again, there are possible side-effects… The job of heart valves is to prevent the backflow of blood. Sometimes one or more of these valves stops doing its job properly. And when this happens, many people need little or no treatment but sometimes surgery is needed. Surgery can either repair a valve or be a full valve replacement. Replacement valves can be man-made or from a donor. These biological replacement valves may be preferred as they don’t damage red-blood cells, but, are also known to harden and need replacing every 10 to 20 years. Mechanical is a lot more durable, but, patients have to constantly take anti-blood clotting drugs and some even say they can hear their own valves! If someone’s heart is seriously damaged, they’ll need a new one. This is known as a transplant. This is done by removing their heart, and connecting the new one to the aorta and the pulmonary artery. Can you spot the potential problem in this process? Pause the video and have a think. Whilst surgery is going on, the patient won’t have a heart! This is solved by connecting the patient to a heart-lung bypass machine, which takes over the job of the heart and lungs. So there we have heart disease, the treatments and their risks. Coronary heart disease & high blood pressure VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:33|2/3/2020
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Asymptotes | Graphs | Maths | FuseSchool
What is an Asymptote? An asymptote is a line which continually approaches a curve. The curve gets really really really close to the line but it never quite touches it... why? In this video, we learn all about what an Asymptote is. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | ARA | FRA | HIN | RUS | ITA | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
3:05|1/31/2020
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Types of Data | Statistics & Probability | Maths | FuseSchool
CREDITS Animation & Design: Waldi Apollis Narration: Lucy Billings Script: Lucy Billings Click here to see more videos: https://alugha.com/FuseSchool Hi, I’m Lucy and in this video, we are going to look at the different types of data that exist and how it can be classified. Starting with data collection... If data is collected by or for the company that is going to use it, it’s called primary data. If the data comes from somewhere else, it’s secondary data. Secondary data can have many benefits… like saving time and money, or providing information on past events. But you must carefully consider the reliability and validity of the source. This is true for all statistics. Whenever I read a statistic that interests me, I always check where the data came from and who funded it. Because quite often you’ll discover that there is an underlying ulterior motive. In fact, if there is one thing, I want you to take home with you, it is always to keep a critical eye on any data and “facts” you read or watch. Fact check everything, look at who is publishing the information. What is their motive? Are they neutral, or biased? But anyway, I slightly went off course there. So that’s primary and secondary data collection. Now for types of data. Data can be qualitative or quantitative. Things like gender, favourite colour, religion, opinions… anything that is non-numerical is qualitative. It’s descriptive information. Whereas numerical things… so things that can be quantified or counted… they’re quantitative data. Quantitative data can then be discrete or continuous... Discrete data can only take certain values. Like how many siblings you have… You can’t have 2.63 siblings. Whereas continuous data can take any value. It can be measured… like your height. You don’t have to be either 174cm or 175cm. You can be somewhere in between. Our final thing to discover is what is the difference between univariate and bivariate data... The prefix “uni” means “one” - like a unicorn with 1 horn, and a unicycle with 1 wheel. So univariate data is data with one variable. We can do different things with univariate and bivariate data… Which we will look at in other videos, and you can actually have data with more than 2 variables. This is then multivariate data, which we don’t really need to worry about at this stage. There we have different types of data. The question we are asking determines how we collect our data and how we then analyse it. Watch our other videos to learn about some of the different statistical tools we can then use. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | CAT | ARA | FRA
3:37|1/30/2020
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Simultaneous Equations by Substitution | Algebra | Maths | FuseSchool
CREDITS Animation & Design: Waldi Apollis Narration: Lucy Billings Script: Lucy Billings Click here to see more videos: https://alugha.com/FuseSchool In this video, we are going to discover how to solve simultaneous equations by substitution. Simultaneous equations are two or more equations with two or more unknowns. They are called simultaneous because they must be solved at the same time. Elimination doesn’t always work…whereas substitution does - so we’ll learn how to substitute in this video. When we solve simultaneous equations, we may get one solution…Or if a quadratic is involved, we may get two solutions…And we might also get 2 solutions with a straight line and a circle... Before we start, we need to know what linear equations look like…They are equations with an ‘x’ and a ‘y’ in, or an ‘a’ and ‘b’, but no squared or cubed letters. Take your time with the algebra, and always double check your answer at the end. Substitution will always work, whereas elimination won’t always. Which is why some people choose to use substitution for any simultaneous equations, even if they are easy linear ones. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:58|1/29/2020
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The Mode | Statistics and Probability | Maths | FuseSchool
The average of Bob’s running times could be 44, 45 or 46 minutes... Times (in minutes): 51 48 45 44 47 50 44 47 45 43 49 44 43 44 Mean: 46 minutes Median: 45 minutes Mode: 44 minutes This is because there are 3 different ways of calculating the average. Click here to see more videos: https://alugha.com/FuseSchool In this video, we’re going to look at how to find the mode. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | ARA | HRV | RUS | FRA | ITA | HIN | POR | DAN | JPN | RON | NLD | SWE | TUR | POL
2:16|1/27/2020
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Graphing Inequalities | Maths for All | FuseSchool
In this video we are going to look at how to show inequalities on graphs. Before we start, you need to know how to plot straight lines onto graphs, so you may need to brush up on that first. Click here to see more videos: https://alugha.com/FuseSchool Videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | ARA | HRV | FRA | HIN | RUS | ITA | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
3:56|1/23/2020
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Shadows | Waves | Physics | FuseSchoolhttps://alugha.com/videos/72702ba6-d56b-11e9-8c09-af8cb0ceef8c
CREDITS Animation & Design: Jean-Pierre Louw (www.behance.net/Jean-Pierre_Louw) Narration: Dale Bennett Script:  Alistair Haynes Click here to see more videos: https://alugha.com/FuseSchool Light is a form of radiation that travels as a transverse wave. Light behaves in various different ways. It can be refracted and reflected. For more on this, see our video on ray diagrams (https://www.fuseschool.org/communities/148/contents/2718) It’s important to remember that light travels in straight lines.Transparent materials allow light to pass through them…  translucent materials allow some light through, but not all and opaque objects don’t let any light pass through, and so they cause shadows. A shadow is an area where there is no light. Shadows have two regions within them; the umbra and the penumbra. The umbra of a shadow is in the center and is the darkest part of the shadow. The penumbra is an extended part of the shadow, that is slightly lighter than the umbra. The size of the umbra and penumbra depend on the size of the object and also the position of the object relative to the light source. Think of shadow puppets. If the light is closer to your hands, the shadow becomes bigger. During a solar eclipse, the moon passes between the Sun and the Earth.Light travelling in a straight line cannot pass through the opaque moon, and so a shadow is cast on a part of the Earth. As always, the shadow has an umbra and the penumbra region. If you are standing in the umbra - so on the part of the Earth where the sun’s light is totally blocked from reaching you, the sun will look like this in the sky.If you are ever lucky enough to witness this rare event, make sure you don’t look directly at the eclipse, as it can damage your eyesight. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:56|1/17/2020
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Sleep | Health | Biology for All | FuseSchool
CREDITS Animation & Design: Joshua Thomas jtmotion101@gmail.com Narration: Freddy Script: William Haines Click here to see more videos: https://alugha.com/FuseSchool Oh sleep. As toddlers we fight going to bed and as adults we’d do anything to squeeze an extra hour in. But did you know that sleep goes much further than just affecting our mood? There are extremely powerful links between sleep loss and Alzheimer’s disease… cancer… obesity… diabetes… heart attacks…. strokes… and… unsurprisingly, poor mental health. You’ve probably been told many times that 8 hours a night is the recommended amount… but what do you think counts as sleep deprivation? 5 hours? 4 hours? You may be surprised to hear that anything less than 7 hours (!!!) is a lack of sleep. If you’re regularly getting 7 or less hours a night, then you’re part of the sleep deprived population. And things have to change. Humans haven’t evolved to survive on reduced sleep, we just can’t handle it. For example, even if you have just one bad night’s sleep, your bodies cancer fighting cells drop by 70%. After just one night!!! Many reputable studies have found the same relationship: the shorter you sleep, the shorter your life. In fact, look at how much sleep loss costs these countries each year!!! That’s not something we should be ignoring. So why are we so sleep-deprived? Have we always been like this? No. Sleep loss is a growing epidemic that is a result of modern day living. Things like street lights bringing light into the night… smart phones distracting us from sleeping and shining bright lights into our faces… longer working hours so that to still have a social life or go to the gym after work, we need to stretch our days even longer The bizarre stigma is that sleep is for lazy people… it’s not - it’s for the clever ones amongst us! And the wonderful thing about this? No medicine is needed to solve this epidemic; we simply need to educate ourselves about the importance of sleep, and start scheduling that very important 8 hours every night. If you need motivation to force yourself to go to bed an hour earlier, how about these four things… (1) Sleep can slim you… People who sleep less than 7 hours tend to gain weight more, and have higher risk of becoming obese (2) Sleep boosts mental well-being… Chronic sleep debt may lead to depression and anxiety (3) Sleep wards off heart disease (4) Sleep increases fertility So spread the word to your friends and families: 8 hours of sleep a night is the easiest medicine you can give yourself. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:11|1/14/2020
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Laws of Indices - Part 1 | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool The laws of indices make complex sums involving powers much easier to handle. There are 6 laws we need to know and understand: how to multiply and divide with indices, raising a power to a power, what a power of 0 means, negative indices and fractional indices. We will look at the first 4 laws in this video, and then will cover fractional and negative indices in a different video. 1) When we multiply indices, we add the powers together, provided they have the same base number. 2) When we divide indices, we subtract the powers. But again, the base number must be the same. 3) When a power is raised to a power, we multiply the powers. 4) Anything to the power of 0 is 1. These are the first 4 laws of indices. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | CAT | SPA | DEU | ARA | RUS | FRA | HIN | ZHO | ITA | POR | DAN | JPN | NLD | RON | SWE | TUR | POL
5:32|5/10/2020
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Equation Of A Straight Line y=mx+c | Graphs | Maths | FuseSchoolhttps://alugha.com/videos/2c53b490-049a-11eb-a2af-39f1a4ff8866
To find the equation of a straight line from a graph, you first need to find the gradient and then secondly find the y-intercept. The equation of a straight line is y=mx+c, where m is the gradient and c is the y-intercept. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:51|10/26/2020
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How To Balance Equations - Part 2 | Chemical Calculations | Chemistry | FuseSchool
Continue learning about balancing equations, as a part of chemical calculations. The law of conservation of mass states that no atoms are lost or made during a chemical reaction. There are different ways of arranging the atoms. Chemical reactions are about rearranging atoms. Chemical reactions can be represented by symbol equations so long as the number of atoms on each side of the equals sign remains the same. Equations need to be balanced to conserve atoms, by putting numbers in front. A good way to balance an equation is to use a table to keep track of everything. You can only change the big number in front of the compounds, which says how many molecules you have. Charges in a formula also need to be balanced. So, both the atoms and the charges have to balance. Nothing can appear or disappear! This is the most important rule about balancing: no atoms or charges can be made or destroyed. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:52|11/27/2020
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What Are Vaccinations? | Health | Biology | FuseSchool
Vaccinations protect both humans and animals from a wide range of preventable and potentially serious illnesses. With vaccines, we take advantage of one of the most important aspects of the immune system: the ability to develop immunological memory. This means that once a person or animal is exposed to a particular pathogen - in other words anything that can cause illness - they will develop resistance to infections with that same pathogen in the future. Our adaptive immune system contains white blood cells known as T and B lymphocytes. These become activated during first time or ‘primary’ exposure to a pathogen. Once the pathogen has been fought off by our body, a population of T and B lymphocytes known as memory cells, remain in the individual. These memory cells remain on standby, ready to react quickly when the individual is re-exposed to that particular pathogen in what is known as ‘secondary exposure’. The ‘immunological memory’ helps the immune system respond much more rapidly and effectively than during the primary exposure. As a result, the individual is generally protected from the development of disease symptoms. Vaccines generate this immunological memory effect artificially and at an early stage to prevent future diseases. This means we inject a weakened version of pathogens, inactivated pathogens, or just particular parts of pathogens into the individual that we want to protect. In healthy individuals, these vaccine components activate a specific immune response, mimicking primary infection, but weak enough not to cause development of disease symptoms! By taking advantage of immunological memory in this way, vaccination prevents and controls the spread of a wide range of illnesses, including polio, smallpox, whooping cough, measles, and the seasonal influenza virus. In recent years, there has been controversy over the safety of vaccination programs. To date, all credible scientific evidence strongly supports the importance of vaccination in avoiding preventable illnesses in individuals and populations. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:45|10/12/2020
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Expressions, Equations, Formulae & Identities | Algebra | Maths | FuseSchool
Expressions, equations, formulae and identities are all slightly different types of algebraic notation. In this video we’re going to discover the differences. An expression is a collection of letters and numbers, with no equals sign. An equation is two expressions that equal each other, and so can be solved. A formula is a special type of equation. It shows the relationship between different variables, like the area of a circle and the radius. A formula needs more than 1 variable - otherwise it is just an equation. An identity is another special type of equation. They are equations that are true no matter what values are chosen. The two sides of an identity are interchangeable, so we can replace one with the other at any time. Strictly speaking, for identities we should use the three bar sign which means “equivalent to”. But it is common to just see the normal equals sign. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:36|9/27/2020
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Inverse Functions | Algebra | Maths | FuseSchool
Every operation has an opposite. With functions the opposite is called the inverse function. It undoes the function and returns you to the initial input. There is a simple process to follow to find the inverse of any function which we look at in this video. 1) Start by writing the function as y= 2) Switch the x and y's around to get x = 3) Rearrange to make y the subject once more 4) You've found the inverse, so rewrite it as f^-1(x) VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA
2:28|9/8/2020
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Giant Chemical Structures - Part 2 | Properties of Matter | Chemistry | FuseSchool
This is part 2 for our videos on giant chemical structures. Part 1 is here: https://bit.ly/336zmMx Giant ionic structures also have exceptionally high melting points. This is because the electrostatic interactions between the ions are very strong. Mg2+ and O2- ions have double the number of charges on their ions than Na+ and Cl- ions which only have single charges. This means that MgO is held together by stronger ionic bonds than NaCl. Giant ionic lattices, when in the solid state, do not conduct electricity because their ions are fixed in the lattice.This lattice structure is lost when the solid is melted, freeing up ions which can then conduct electricity. Magnesium Oxide has a very high melting point, so it retains its ionic lattice structure at a high temperature. Although, eventually it will melt. This means that its ions are unable to conduct electricity, and so makes a very good insulator. Metals all share the same structure, whereby electrons in the outer shells of the metal atoms are free to move. The metallic bond is a force of attraction between these free electrons and the positively charged metal ions. Metallic bonds are strong, so metals maintain a regular structure and usually have high melting and boiling points. In addition to this, metals also have other common properties; they conduct heat and electricity because of the free electrons ability to move. Free electrons also allow the metal ions to slide past one another, and so can be hammered into shapes; this is called ‘malleability.’ The ease at which a metal can be pulled into wires depend on how ductile it is. In summary, there are three main types of giant chemical structures. These are giant covalent structures – which have high melting points and variable electrical conductivities; giant ionic lattices, which have regular arrangements of oppositely charged ions, held together by electrostatic interactions. Giant ionic lattices are very strong, so these structures have high melting points. As solids they do not conduct electricity, but when molten, will conduct. Finally, metals have a giant structure where the packed lattice have atoms that are not bonded by fixed pairs of electrons, but rather have a ‘sea’ of electrons roaming these partially filled outer shells at will.positively charged metal ions are surrounded by free electrons. Metals, because of their free electrons, generally have high melting points, conduct heat and electricity; they are also malleable and ductile. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | CAT | SPA
2:23|8/14/2020
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What Are Giant Chemical Structures | Properties of Matter | Chemistry | FuseSchool
Learn the basics about the differences between different chemical structures, including giant covalent, giant ionic and metallic structures. There are numerous materials and substances that possess giant chemical structures. Some are common: like the grains of sand on the beach; the microprocessors in our computers; the graphite in our pencils, the magnesium oxide found in the cement on our buildings; the salt we put on our food; the metals found almost everywhere; and the precious gemstone diamond. These substances are vastly different and this is due to the bonding and the arrangements of chemicals atoms, or ions. Sand, graphite, and diamond are all examples of giant covalent structures. The bonding between the atoms is covalent, but the arrangements of the atoms can be different. Sand contains silicon atoms covalently bonded to oxygen atoms. It has four oxygen atoms bonded in a tetrahedral arrangement around each silicon atom. Diamond has a very similar structure to sand, where all of the carbon atoms are joined by covalent bonds in a tetrahedral arrangement. In graphite the carbon atoms are bonded in hexagonal sheets and have intermolecular forces holding the sheets together. All of the atoms are chemically joined by covalent bonds in sand, diamond and graphite and so these materials have very high melting points because a lot of energy is required to break the bonds between the atoms. They are very hard substances. Diamond is one of the hardest substances in the world, but graphite is quite soft. These layers peel away when our pencils make a mark on paper because the forces holding the layers together are intermolecular and are quite weak. So when you are writing with a pencil, you are actually transferring sheets of carbon. The structure of these materials also determines their electrical conductivity. Diamond does not conduct electricity at all, because its electrons are locked up in covalent bonds; whereas graphite contains free electrons and so can conduct. Silicon is found in semi-conductors and it through adding other elements, called ‘doping’, that it allows partial conductance, which has applications in computing. Table salt (sodium chloride) and magnesium oxide are examples of giant ionic lattices. Ionic bonds form when a metal reacts with a non-metal. Metals form positive ions; nonmetals form negative ions. Ionic bonds are the electrostatic forces of attraction between these oppositely charged ions. Giant ionic structures also have exceptionally high melting points, because the electrostatic interactions between the ions are very strong. Giant ionic lattices, when in the solid state, do not conduct electricity because their ions are fixed in the lattice.This lattice structure is lost when the solid is melted, freeing up ions which can then conduct electricity. The final giant structures we consider in this video are metals. These all share the same structure, whereby electrons in the outer shells of the metal atoms are free to move. The metallic bond is a force of attraction between these free electrons and the positively charged metal ions. Metallic bonds are strong, so metals maintain a regular structure and usually have high melting and boiling points. In addition to this, metals also have other common properties; they conduct heat and electricity because of the free electrons ability to move. Free electrons also allow the metal ions to slide past one another, and so can be hammered into shapes; this is called ‘malleability.’ The ease at which a metal can be pulled into wires depend on how ductile it is. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | CAT | SPA
2:30|8/11/2020
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Rearranging Formulae Where Subject Appears Twice | Algebra | Maths | FuseSchool
In this video we are going to look at how to change the subject of a formula, when the subject appears twice. We have already looked at how to change the subject in another video, so you may want to watch that first. We always use opposites: adding and subtracting, multiplying and dividing, squaring and square rooting. To keep equations balanced, you must do everything to BOTH sides and then cancel on the one side. Take the rearranging step by step, starting with the things that are ‘least’ connected to your chosen subject. When the subject appears twice in the formula, we need to factorise. E.g. Make x the subject of A = 2xy + xz. Factorise the right hand side to get A = x(2y + z) and then divide both sides by the bracket (2 + z), giving A / (2y + z) = x. Another example: make m the subject of F = (mv - mu) / t. Again, because 'm' appears twice we know we’ll probably need to factorise at some point. Start by moving the ‘t’ as that’s least connect to the m’s, so multiply both sides by 't'. Ft = mv - mu. Now factorise the right hand side. Ft = m(v - u). Finish off by dividing both sides by the bracket (v - u), giving the final answer Ft / (v - u) = m. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | DEU | CAT | SPA
2:20|8/13/2020
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Finding The Equation Of A Line Through 2 Points PART 1 | Graphs | Maths | FuseSchool
In this video we are going to look at how to find the equation of a straight line that passes through two given points (coordinates). You should already know that a straight line follows the y=mx+c format, where 'm' is the gradient and 'c' is the y-intercept. Start by finding the gradient either using gradient = rise / run or gradient = (y2 - y1) / (x2 - x1). This then gives you a value for the gradient 'm' so this can be substituted into the y=mx+c equation. Now the only unknown is the y-intercept 'c' so substitute in either sets of coordinates from the question in place of the 'x' and 'y' to find the unknown 'c'. You would then end up with the equation of the straight line that passes through the 2 points. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | CAT | SPA
3:47|8/12/2020
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Puberty: The Hormones Involved | Physiology | Biology | FuseSchool
Hormones are chemical messengers secreted by glands and have specific target organs. In this lesson, you will learn about hormones that stimulate changes to your body during puberty. Puberty is the timeframe when secondary sexual characteristics develop – in other words, when a boy matures physically to a man, and a girl to a woman. In males, your testes secrete a hormone called testosterone, also known as the male hormone. Testosterone stimulates a wide variety of physiological changes, including increased body hair (especially on your face and in your armpits), more muscle mass, and your voice deepening. As well, testosterone also stimulates sperm cell production in your testes. In females, the hormone responsible for physical changes during puberty is oestrogen, also known as the female hormone. It is secreted by your ovaries and is responsible for some body hair growth, widening of the hips, and development of breasts. Oestrogen also plays an important role in regulating the menstrual cycle, as described in more detail in another lesson. It thickens the uterus lining in anticipation of ovulation, which is the release of a mature egg from an ovary. In addition, oestrogen stimulates the pituitary gland to secrete the luteinising hormone, which is directly responsible for ovulation. Progesterone is another hormone secreted by your ovaries, and works to maintain the uterus lining thickened by oestrogen. This continues to occur even during pregnancy, so to support the growing foetus. In conclusion, the development of secondary sexual characteristics during puberty is stimulated by testosterone in males, and oestrogen in females. Oestrogen and progesterone are important hormones in regulating the menstrual cycle in females. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:16|8/5/2020
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Generalists vs Specialists | Ecology & Environment | Biology | FuseSchool
Learn about the benefits and the drawbacks of adapting to very specific conditions (specialists) or a broad range of conditions (generalists). JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU
2:08|7/8/2020
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Green Chemistry Principles - Energy Efficiency | Environmental Chemistry | Chemistry | FuseSchool
Learn the basics about the green chemistry principle that concerns energy efficiency, as a part of environmental chemistry. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT
1:26|7/23/2020
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What Is A Niche? | Ecology & Environment | Biology | FuseSchool
You may have heard the word "niche" before, but what does it mean when we talk about an organism's niche. Learn in this video from the "Adapting and Living Together" chapter within the Ecology and Environment topic school level Biology. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA
1:53|7/8/2020
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Transformations of Graphs: Reflections | Graphs | Maths | FuseSchool
Functions of graphs can be shifted and reflected. In this 2 part video we will look at horizontal and vertical, reflections and translations. Translations shift the functions. For vertical transformations, the transformation is applied to the whole function. Vertical translations shift the whole function up or down, and vertical reflections reflect the function in the x-axis. To reflect a function vertically, multiply the whole function by a negative. For horizontal transformations, the transformation is added directly to the x's in the function equation, and only to the x's. Horizontal translations shift the function left and right. Positive numbers shift the curve to the left, and negative numbers shift the graph to the right. For horizontal reflections, the function is reflected in the y-axis. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool
Available in: ENG | DEU | CAT | SPA
1:54|7/19/2020
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Is A Number In A Sequence | Algebra | Maths | FuseSchool
In this video we are going to look at how we work out whether a number is in sequence or not. We looked at finding the nth term rule, generating sequences from it and finding terms in a sequence from the nth term rule in part 1. Is 730 a term in the sequence 3n + 11? 730 isn’t the term, so we cannot substitute it in for n. We have to make the nth term rule equal to 730. 3n + 11 = 730, and then solve for 'n'. n = 239.7. Because n has come out as a decimal place, it means 730 is not in the sequence. Looking at another example: Is 265 a term in the sequence 4n + 5? Again, solve for n by solving this equation: 4n + 5 = 265. n = 65. Because 65 is a whole number it means that 265 is in the sequence. 265 is the 65th term in the sequence. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool
Available in: ENG | DEU | CAT | SPA
1:53|7/13/2020
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Adaptations Of Plants & Extremophiles | Ecology & Environment | Biology | FuseSchool
In this video we will look at some examples of plants and other organisms that have adapted to live in extreme environments. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT
1:51|7/7/2020
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Indices - Introduction | Algebra | Maths | FuseSchool
A power is also known as an index number, or indices for plural. They tell us how often a number or letter has been multiplied by itself. In this video we are going to look at index notation, so that we are ready to cover the laws of indices in future videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | SPA | CAT
1:52|7/13/2020
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Finding The Midpoint Of 2 Coordinates | Graphs | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we discover how to find the midpoint between two points. This is useful for finding the halfway point between two places on a map, for example. We need to find the average between the two x-coordinates, and then the average between the two y-coordinates. Simple! Just be careful with negative numbers. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA
1:37|6/24/2020
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What Is Adaptation? | Ecology & Environment | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn about how organisms adapt to their habitats. "Adapting and Living Together" within the Ecology and Environment topic for school level biology. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ZHO | DEU | ARA | CAT | SPA
1:23|6/19/2020
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Adaptations Of Camels | Ecology & Environment | Biology | FuseSchool
Camels are specially adapted for life in the desert. Their body shape and physiology has adapted to suit the harsh environment. Over thousands and thousands of years, the environment has put extreme selection pressures on camels, and they have adapted accordingly to the animal that we see today. JOIN our platform at www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA
1:20|6/17/2020
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Quadrilaterals | Geometry & Measures | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool What do these shapes all have in common? They are all two-dimensional, 4 sided-shapes, with 4 angles. These are known as quadrilaterals. Quad means four, lateral means sides. In this video we are going to look at the properties of quadrilaterals in more detail. So they all have 4 sides, they all have 4 angles, they all have 4 vertices (or corners)... What about the sum of the interior angles? The interior angles always add up to 360 degrees. We’re going to have a look at these 6 quadrilaterals in more detail... Before we start… did you know that squares, rectangles and rhombuses are all types of parallelograms? Let’s start at the top… with the one you probably already know all about. Squares. 4 equal sides, 4 right angles and opposite sides are parallel. What about rectangles? Also 4 right angles and opposite sides are parallel, but this time the lengths aren’t all the same. Opposite sides are equal in length, these and these. Did you know that a square is a type of rectangle? What about a rhombus? What do you notice about its sides and angles? Pause the video and have a think.... 4 equal sides, opposite sides are parallel and equal in length Opposite angles are equal. I always think of a rhombus as a “tipped over” square. Did you know that a square is a type of rhombus? So now parallelograms. Just like a rhombus is a tipped over square, a parallelogram is a pushed over rectangle. I told you earlier that squares, rectangles and rhombuses are all types of parallelograms… So what does it mean to be a parallelogram? Pause the video and have a think. They have parallel opposite sides That are equal in length. So these and these. The opposite angles are also equal - like in rhombuses. Squares, rectangles and rhombuses all meet these requirements, hence they are parallelograms. In England we call them trapeziums, in America they’re called trapezoids. They simply have 1 pair of parallel sides. As trapeziums have such a simple definition, it actually means squares, rectangles, rhombuses, parallelograms are all also trapeziums! Last up we have kites... What do you notice about our final type of quadrilaterals? Pause the video and have a think. They have two pairs of sides that are equal in length. They always have one pair of equal angles. Not so important, but worth mentioning… The diagonals cross at 90 degrees. So quadrilaterals are actually all very interconnected. By definition, a square is a quadrilateral, a trapezium, a parallelogram, a rectangle and a rhombus!!! Time to test your knowledge. Pause the video and give these questions a go. Click play when you’re ready... How did you get on? That’s the end of quadrilaterals for now. Remember that they are interconnected, and so have similar properties. If you have a question, comment below and we'll answer them for you. If you liked the video, please give it a thumbs up. We also have a FuseSchool app that you can check out... Until next time...!" Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA
4:18|4/13/2020
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Platelets & Blood Clotting | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Do you remember tripping over as a kid and cutting your knee? And then like magic, the bleeding suddenly stops? Have you ever wondered why this happens? Our body is very clever and produces substances to seal off the open wound. In this video, we are going to look at how and why blood clots. Clotting prevents us from bleeding to death, and also protects us from nasty disease-causing organisms, called pathogens, entering our body. When we injure ourselves, we can damage the blood vessels just below our skin. This can cause blood to either leak into our tissue and form a bruise, or, if the skin is broken, to openly bleed. To prevent these horrible things from happening, blood clotting occurs. So let’s have a look at how this happens. Starting with platelets. These are tiny cell fragments that float around in our blood. When a blood vessel is damaged, collagen is exposed. This collagen exposure attracts platelets to the injured area. The platelets then stick together to form a plug. They’ve quickly built a little barrier that stops us from losing too much blood. However, this platelet plug isn’t that strong. So it needs to be made stronger. A protein called fibrin does exactly that. In our blood there are soluble fibrinogen proteins. At a wound, these soluble fibrinogen proteins are exposed to outside chemicals that aren’t normally found in blood vessels. Like with the collagen and platelets, this exposure causes the fibrinogen proteins to turn into sticky fibrin fibres. The fibrin fibres form a mesh, holding all the platelets together and making a much stronger clot. More platelets, red blood cells and other components in our blood, all get stuck in the mesh making it even stronger. This clot stops more blood escaping the body. And also prevents nasty pathogens entering our body from the outside. The clot develops into a scab, which protects the wound as it heals. And new layers of skin form underneath. So really, all that scab is just platelets trapped in the fibrin mesh! When the new skin is fully formed, the scab will fall off, revealing the lovely brand new skin underneath. Remember that I said the exposure to collagen causes the platelets to stick together? And the exposure to outside chemicals causes the fibrinogen to turn into sticky fibrin? Both the platelets and the fibrin only become sticky AFTER the exposure. This means that in a normal, healthy blood vessel they won’t randomly cause clots. So from this video, you should understand the magic of blood clotting. Platelets are first to the scene closely followed by fibrin fibres. Our blood clots so that we don’t lose a lot of blood and don’t let lots of nasty pathogens into our body if we cut ourselves. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:10|5/8/2020
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Gears & levers | Forces & Motion | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Design & Animation: Bing Rijper Narration: Dale Bennett Script: Bethan Parry In this video, we’re going to learn about levers and gears. A force can turn an object around a hinge or a pivot. For example, opening a door uses a turning force. The door turns around the hinges. This turning force is known as the moment of the force. For more information on moments, watch this video. The moment of a force depends on: (1) The size of the force (2) the distance between the force and the pivot. The greater the distance between the force and the pivot, the greater the moment of the force. This explains why a door handle is as far away as possible from the hinges, in order to increase the moment of the force. Levers are simple machines or mechanisms that make work easier to do. They use moments. To reduce the force needed to perform a task. Levers are sometimes called force multipliers. Levers increase the size of the moment of a force. Gears are wheels with teeth on the edges that fit together. They transmit power from one part of a machine to another part. So, in a bike, they take the power from the pedals to the back wheel. Gears rotate on an axle at their center. As one gear rotates, the other gear rotates in turn. You can connect as many gears as you want, and only need to power the one gear to turn all the gears. If the first gear turns clockwise, then the second anti-clockwise, and the third clockwise again. The original gear is called the driver, and the other gears are said to be driven. Gears act as levers. They make work easier to do. They use moments. A force transmitted to a larger gear causes a bigger moment because the distance is larger. This is helpful when cycling or driving uphill, compared with going downhill and quickly. To cycle uphill, you select a low gear which is a larger gear wheel. Therefore your force exerted on this gear gives a bigger moment, helping to power you uphill. Whereas to go quickly, you select a higher gear, which is a smaller gear wheel. Your force gives a smaller moment but turns the wheel much more quickly. Let’s look at an example. The force that is exerted on gear A will be the same as the force that also acts on gear B. But the moments will be different. So start by working out the force that’s being exerted on gear A, and then use this force for B to calculate the moments acting on B. Pause the video, and give it a go. We’ve learned that levers and gears make work easier. The amount of force is the same, but larger distances increase the size of the moments. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:59|5/3/2020
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Laws Of Indices Part 2: Negatives & Fractions | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video, we are going to look at what happens with negative indices and fractional indices. You should already know the other 4 ‘Laws of Indices’. But if you have forgotten, have a look at them first. For negative indices, we drop whatever numbers and/or letters have the negative indice (also known as power or exponent) down to the denominator and make the indice (power or exponent) positive. E.g. x^(-2) is the same as 1/x^2 where it was negative on the numerator and becomes positive as a denominator. Fractional indices: an indice of a 1/2 is the same as square root. An indice of 1/3 is the same as cube root. An indice of 1/4 is the same as 4 root. But what if the numerator isn’t one? An indice of 3/2 means square root the number and then cube it. An indice of 2/3 means to cube root and then square it. So the denominator is still the root of the number, and the numerator then raises the root to the power. Fractional law of indices = power / root. Power makes things bigger so is on top, and root makes things smaller so is on the bottom. I always do the root first and then the power second to keep the numbers small, but you can actually do them in either order. Although I really recommend rooting first and doing the power second. Some examples: 25^3/2 means to square root 25 and then cube the answer. 25^3/2 = 5^3 = 125. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like, and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:04|5/11/2020
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Meiosis | Genetics | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Bing Rijper Narration: Bing Rijper Script: Alex Reis There are two types of cell division processes. Mitosis & Meiosis. The simpler one is Mitosis, which produces two identical cells with exactly the same genetic information. You can think of them as clones of each other. The other process, Meiosis, is a much more complicated process creating not two but four cells, with only half the number of chromosomes and crucially all genetically different from each other. Both mitosis and meiosis include the same phases: prophase, metaphase, anaphase, and telophase. Except, in Meiosis, they happen twice, so they’re usually referred to as 1 and 2.   The easiest way to remember these phase names is to remember IPMAT: Interphase Prophase Metaphase Anaphase Telophase. So let’s look at meiosis in more detail. As always, cellular division starts with a process called DNA replication. This involves making two identical copies of the original DNA molecule. The cell ends up temporarily with double the normal number of chromosomes. In Prophase I, the duplicated chromosomes join up with the pair from the other parent, so the mother’s pair bind with the father’s pair, forming a group of two chromosomes called ‘homologous’ chromosomes. As each chromosome is lined-up next to its partner pair, one chromatid from each side gets entangled with the corresponding chromatid from the other side. This is called ‘crossing-over’. During this brief period, the two chromatids swap certain sections of DNA. This is called recombination. The sections that they trade correspond to the same location so that each chromatid retains the correct number of genes. Recombination is really important because it creates variety. The new cells aren’t identical to their parents, and they also are different to one another as well. There are new genetic combinations. In fact, that’s the whole point of sexual reproduction! To increase genetic variability. Each chromatid is now different. And as each one will end up in a separate gamete, it means each sex cell is genetically different from all others! This explains why brothers and sisters are different despite having the same parents. Only identical twins have the same genetic make-up as they both originated from the exact same egg and sperm! Now back to meiosis: next comes Metaphase I as the chromosomes align themselves up in the middle of the cell. In Anaphase I, the spindle fibres pull the chromosomes apart, to opposite ends. Then during Telophase I and cytokinesis, the cell pinches apart in the middle and the nuclear membrane reforms around the two new daughter cells. That’s the end of meiosis 1. We start with our ‘recombined’ daughter cells, each still with 46 chromosomes. But sperm and eggs cells only have 23 chromosomes, so we need to cut these cells in half. The process is exactly the same as before, except that there is no DNA replication. We start straight with Prophase II, with chromatin clumping again to form chromosomes. They align in the middle of the cell during Metaphase II, and chromatids are pulled apart during Anaphase II by the spindle fibres. Telophase and cytokinesis pinch the cells together, with four new granddaughter cells being formed. The end of meiosis gives us 4 different sex cells, each with only 23 chromosomes. Ready for future fertilization. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:55|4/9/2020
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Modern Cloning Techniques | Genetics | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Jean-Pierre Louw Narration: Dale Bennett Script: Gemma Young When we talk about clones in science, we mean organisms that are identical copies. They have the same DNA as each other. Identical twins are examples of naturally occurring clones. Both plants and animals can be cloned. Let’s start with plants. A gardener, farmer, or plant breeder might want to make many copies of a particular plant quickly. The easiest and cheapest, way to do this is to take cuttings. Shoots are cut from the parent plant. Then, the end of each shoot is dipped in hormone rooting powder and placed into a pot of soil. The hormone rooting powder will encourage the cutting to start growing roots. And soon a whole new plant will have grown, which is identical to the original plant. This method works because the shoots of plants contain stem cells, which are able to differentiate to form different cells and tissues. You can find out more about this process by watching this video. However, you might want to produce hundreds of plants from only a small piece of plant tissue. To do this, another method called tissue culture, also known as micropropagation, is used. Here, a few cells are taken from the parent plant and placed onto a nutrient jelly using anti-septic technique (this means making sure no microorganisms contaminate the jelly). The cells will start to differentiate and form new plants. Animals can also be cloned but different techniques need to be used. In animals, only embryo stem cells have the ability to differentiate into all the different types of cells found in an adult. There are two methods you can use. The first is called embryo cloning. A farmer might have a cow that gives a lot of milk and wants to use her to create many calves. The cow is artificially inseminated using the sperm of a bull. The embryos grow until they form a ball of embryonic stem cells. Before they become specialized, the embryos are removed from the uterus, divided up into separate embryos, which will all have the same DNA. And then each is placed into the womb of a different cow. These cows are surrogate cows. They are just being used to grow the embryos until they are born. The calves born will be clones of each other, but not a clone of the mother due to the bull’s sperm. Hopefully, the calves will have the characteristics that the farmer desires. But as sexual reproduction is involved, and the genes from both parents are randomly mixed, there is always the chance that they won’t. There is a way to get around that problem, and that is to use another technique called adult cell cloning. This is used to form a clone of an adult animal. You might have heard of Dolly the sheep. She was the first mammal to be cloned back in 1996. There are several steps to this process: ■ An unfertilized egg cell is taken from an adult female, and the nucleus is removed. ■ A body cell, such as a skin cell, is taken from a different adult. ■ The nucleus is removed from this adult body cell and is inserted into the egg cell. ■ An electric shock stimulates the egg cell to divide to form an embryo. ■ These embryo cells contain the same genetic information as the adult body cell. ■ When the embryo has developed into a ball of cells, it is inserted into the womb of an adult female surrogate to continue its development. ■ So 3 different adults are used! VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:58|5/28/2020
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Stable & Unstable Nuclei | Radioactivity | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Design & Animation: Bing Rijper Narration: Dale Bennett Scripts: Bethan Parry How do you know if an atom is stable? In this video, we are going to learn about radioactive decay. An atom is composed of subatomic particles called protons, neutrons and electrons. Positively charged protons and neutrons with no charge form the central nucleus. Negatively charged electrons orbit the nucleus. A strong nuclear force holds the positive protons and neutral neutrons together in the nucleus and is what determines if a nucleus is stable. In stable nuclei, the force is strong enough and brings sufficient energy to hold the nucleus together permanently. Most of the nuclei formed during the Big Bang nearly 14 billion years ago are still in existence today! But not all nuclei are stable. Unstable nuclei either have too many protons or too many neutrons, upsetting the strong nuclear forces. Unstable nuclei try to balance themselves by giving off the excess proton or neutron. This is radioactive decay. Unstable nuclei are radioactive and emit radiation. There are three types of decay: Alpha decay, Beta decay (minus), or Beta decay (plus). Alpha decay is the loss of an Alpha particle. An Alpha particle is made of two neutrons and two protons. They have a mass of 4 and a charge of +2. When an atom loses an Alpha particle, the mass number decreases by 4 and the atomic number decreases by 2. A new element is formed that is two places lower in the periodic table. When an isotope has too many neutrons, it decays by Beta minus decay. A neutron changes into a proton and an electron. The proton is retained by the atom, while the electron is lost. The lost electron is high energy and is called a Beta particle. By losing a neutron whilst gaining a proton, the mass number of the atom remains the same, but the atomic number increases by 1. A new element is formed that is one place higher in the periodic table. When an isotope has too many protons, it decays by Beta plus decay. A proton is converted into a neutron and a positive Beta particle called a positron. Positrons have the same mass as electrons, but the opposite charge. By losing a proton but gaining a neutron, means the mass number stays the same, but the loss of a proton means the atomic number decreases by 1. So how do we know if an atom is stable or unstable? We can determine whether a radioisotope is likely to decay, and what type of decay is likely to occur, by looking at its position on a proton-neutron NZ graph. This graph shows the number of protons on the x-axis. And the number of neutrons on the y-axis. This is the stability line. If a radioisotope lies left or right of this line, it is unstable and likely to decay to become stable. In this video, we have learned that unstable nuclei either have too many protons or too many neutrons, which upsets the strong nuclear forces holding the atom together. Unstable nuclei try to balance themselves by giving off the excess proton or neutron either through Alpha, Beta minus, or Beta plus decay. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:53|4/8/2020
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Learn How to Order Large Numbers Using Place Value | Maths | FuseSchool SA
Click here to see more videos: https://alugha.com/FuseSchool Learn how to order large numbers using place value! The virtual school is more than just a multimedia revision help. Teachers and students alike can access our content, connect and collaborate in our award-winning social learning environment, and gain access to fascinating and exciting functions, like serious games and learning journey analyses. Make sure to register with us for free. Then you can explore and participate in this exciting project @ http://thevirtualschool.com !
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3:11|4/6/2020
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Types Of Numbers | Numbers | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool We all know what numbers are 1, 2, 3, 4, 5, etc. including negative numbers -1, -2, -3, -4, -5, etc. But did you know that mathematicians classify numbers into different types; into a number system? Let’s start at the top with real numbers. They can be positive, negative, zero, decimals, fractions, pi. Nearly any number you can think of is a real number. Only imaginary numbers, like the square root of -1 and infinity, aren’t real, but we don’t really need to worry about them at this stage. If you can put the number on a number line, then it’s a real number. This symbol is used to represent Real Numbers. Real numbers split into two subsets: rational and irrational numbers. I just remember rational fractional sound similar. So any whole number, such as terminating decimals, recurring decimals. In fact, all numbers, except for non-repeating decimals, are rational. Decimals that do not repeat are irrational. Some well-known examples are pi,e and Square root 2. Many square roots, cube roots, etc are irrational. If the decimal places go on forever without repeating, they are irrational. Now back to rational numbers. These can be separated down further to natural numbers and integers. Integers are any positive whole numbers, negative whole numbers, zero. Whereas natural numbers are just from 0 and the positive numbers. Strangely there is no general agreement amongst mathematicians about whether to include 0 in the natural numbers or not. Sometimes 0 is included, sometimes it isn’t. If 0 isn’t considered a natural number, then a whole new category is needed, called whole numbers. Which is exactly the same as natural numbers but also includes the 0. So there we have the real number system. The number 1, for example, is a natural number, a whole number, integer, rational number, and a real number. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:35|4/5/2020
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Arithmetic (Linear) Sequences | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Is A Number In A Sequence: https://bit.ly/2RDngWc CREDITS Animation & Design: Waldi Apollis Narration: Lucy Billings Script: Lucy Billings In this video, we are going to look at arithmetic sequences in more detail. These are also known as linear sequences. We will discover how to find the nth term rule, which we will then use to find any term in the sequence. Before we start, you should already know that each number in the sequence is called a term. This is the first term, Second term and so on. And that this just tells us that the sequence carries on forever. Arithmetic sequences have a common difference. This means that they always go up by the same amount. So the common difference for this sequence is 3. The nth term for this sequence is 3n + 2. We can use this to generate the sequence. The n stands for what term it is. The first term, n is 1. Substitute 1 into the formula. 3 times 1 plus 2. For the second term, substitute n equals 2 into the formula. For the 5th term, substitute in n equals 5. We can choose any term; the 100th. Here’s a question for you too. Pause the video, generate the sequence, and click play when you’re ready. Look at these two sequences. A sequence has an nth term of -5n + 50 Find the first 5 terms. 1st term = -5(1) + 50 = 45 2nd term = -5(2) + 50 = 40 3rd term = -5(3) + 50 = 35 4th term = -5(4) + 50 = 30 5th term = -5(5) + 50 = 25 45, 40, 35, 30, 25, ... What do you notice about the common difference and the nth term rule? For arithmetic sequences, the number in front of the "n" is ALWAYS the common difference. So because the common difference was -5, the nth term rule is -5n. Given these 3 sequences, what numbers are missing from their nth term rules? Difference of 4, so the formula is 4n. Difference of minus 3, so the formula is -3n. Difference of half, so the formula is 0.5n. Now looking at the numbers after the n's. Where do these come from? How do you go from plus 4 to 2? You have to subtract 2. From -3 to 22, you have to add 25. From 0.5 to 1.5, you add 1. And there you have the nth term rule. Here are some questions for you to do. Pause the video, work them out, and click play when you’re ready. That’s nearly everything you need to know about arithmetic sequences. You can now find the nth term rule, you know how to generate a sequence from the rule, and you can find any term in the sequence. All that is left is to discover how we work out if a number is in sequence or not, so watch part 2 for that. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:36|4/2/2020
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Speed Distance Time | Forces & Motion | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (https://www.instagram.com/jt_saiyan/?hl=en) Narration: Dale Bennet Script: Bethan Parry Which travels faster, Usain Bolt or a formula 1 car? In this video, we’ll find out how to calculate speed using distance and time, which we’ll then use to work out the answer to who’s faster. Speed is a measure of the distance an object travels in a certain time. Speed can be calculated using the formula “Speed equals distance traveled divided by time”. So to work out which is faster, Usain Bolt or the F1 car, we need to know how far they both travel and how long it takes them to cover that distance. Let’s work out the speed of Usain Bolt first. In 2009, Usain Bolt set the world record for the 100m sprint in 9.58 seconds. The distance was 100m, the time taken was 9.58 seconds. Using the formula of speed equals distance divided by time,100m divided by 9.58 seconds. This means his speed was 10.44 meters per second. We have the units for distance and time; meters and seconds, which we use to work out the units for the speed. Meters divided by seconds, which we say as meters per second. That’s pretty impressive, even for the fastest man on Earth! So how fast is an F1 car for us to compare him to? Pause the video and work it out. Did you get 375 km per hour? So who is faster? Hmmm, from these speeds, we can’t tell. What’s the problem with comparing these two answers? Pause the video and have a think. To work out which is traveling faster, the units of speed must be the same. So let’s convert the formula 1 speed also into meters per second. Km into meters, multiply by 1000 and turn 1 hour into seconds by multiplying by 60 for minutes and by 60 again for seconds. So 375,000 meters divided by 3600 seconds gives 104.2 m/s. Now we have our speeds in the same units, it’s easy to see that the formula 1 car is much much faster! The formula can also be written in a formula triangle: Speed equals distance divided by time. Time equals distance divided by speed. And distance equals speed multiplied by time Here are 2 questions for you to do. Pause the video and work them out... Did you get them right? A distance of 150km and a time of 1.66 hours, which is 1 hour 40 minutes. So now you can calculate speed distance and time and understand a little about the units of speed. And of course, have proved that a formula 1 car is faster than even the fastest person on the planet! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:12|4/1/2020
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Solving Inequalities | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Bing Rijper Narration: Lucy Billings Script: Lucy Billings In this video, we’re going to look at how to solve inequalities. You should already know what these 4 symbols mean. Inequalities are used throughout life. Anytime that there is a range of values possible, inequalities are involved rather than an equals sign. Like if you’re calculating the time to get somewhere because your speed has to be less than the speed limit. Or if you have a monthly budget, how much can you spend each day? We solve them in the exact same way as equations. In fact, just think of the inequality as you would an equals sign. Generally, we don’t touch the inequality. We just solve around it, and there will be no mistakes. The only thing to keep an eye out for is when we have negative x’s. I personally recommend that you move the ‘x’ to make it positive, so add x to both sides and solve it from there. There is another option. Imagine we’d started by moving the 3. We would have ended up with negative x. To make ‘x’ positive, we need to divide by the negative. When we divide by a negative, we also need to change the direction of the inequality. You just need to remember to change the direction of the inequality if you’re multiplying or dividing by a negative. But we can just avoid this completely like we did in the first method, and focus on moving the ‘x’ to become positive earlier on. So that’s all there is to solving inequalities. you can pretty much just think of them as a normal equation with an equals sign. The only thing to be careful of, is if you’re dividing by a negative then the inequality changes direction. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | ZHO | ARA | DEU | CAT
3:46|3/31/2020
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Energy Use In Electrical Appliances | Energy | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Reshenda Wakefield Narration: Dale Bennett Script: Bethan Parry Do you ever have arguments at home about leaving appliances on and wasting electricity? In this video, we are going to look at measuring energy use, in electrical appliances. The unit of energy is the Joule (J). However, when dealing with electricity, we actually use Watts (W). A Watt is a measure of power where 1 Watt is equal to 1 Joule per second. So a 100W light bulb uses 100J of energy every second. An electrical device will have a power rating. This is the amount of electrical energy the device needs to work. We can calculate how much electrical energy a device transfers by multiplying the power rating (W) by the amount of time the device is on for (in hours). The unit of electrical energy transferred is the Watt Hour (Wh). This is likely to be a very large number, so we usually give the number as kilowatt-hours where 1kilowatt hour is equal to 1000 Watt-hours. Let’s look at an example. A computer has a power rating of 250W. If it is used for 6 hours how much energy is transferred to it? Can you substitute the values into our equation? So how much would that cost to use? To work this out we have to know how much a kWh costs. This differs between different countries, different companies within a country, and even different tariffs from the same company. A whole office of computers. The price starts to clock up quite quickly, and that’s before we think about the lights and charging our phones. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | ZHO | DEU | CAT
3:19|3/28/2020
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The Range | Statistics & Probability | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool You’ve probably come across the 3 different measures of average 4, 6, 6, 7, 10, 11, 12 Mean = 8 Median = 7 Mode = 6 The range also often gets added onto these 3… although it isn’t actually a measure of the average. It’s the difference between the largest and smallest value in the data. So the range here is 12 subtract 4, which is 8 4, 6, 6, 7, 10, 11, 12 Mean = 8 Median = 7 Mode = 6 RANGE = 12 - 4 = 8 The range provides context for the mean, median and mode. If the range is large, then the mean median or mode might not represent the data very well. Whereas if the range is small, then they will represent the data well. In this video, we learn all about The Range in more detail. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
2:33|3/27/2020
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Current & Magnetic Fields | Magnetism | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (https://www.instagram.com/jt_saiyan/?hl=en) Narration: Dale Bennett Script: Bethan Parry Electromagnets are incredibly useful. They can do all the things a normal magnet can do, but can also be switched on and off. Electromagnets have many uses, from moving cars in a scrap yard to high-speed Maglev trains. The trains are suspended above the rails by strong electromagnets, reducing friction between the train and the track. And there are many, many other uses as well. When a current flows in a wire, it creates a circular magnetic field around the wire. The strength of the magnetic field is greater: • closer to the wire • if the current is increased • by adding a core that is made of magnetic material, and wrapping the wire around it. This is known as a solenoid. The magnetic field around a straight wire isn’t very strong, and so coiling the wire around an iron core creates a stronger electromagnet. This is sometimes known as a solenoid. We can use an iron nail to create a simple electromagnet. The strength of the solenoid electromagnet can be increased by: ● increasing the number of coils ● increasing the current. More coils, the stronger the electromagnet and so the more paper clips you can pick up! So that graph has the number of coils on the x-axis. How do you think the graph would look if we instead had the current on the x-axis? What would the relationship be between the current and number of paper clips? Pause the video, and have a think. They also both increase together. As the current increases, the strength of the magnet increases and so it can pick up more paper clips. So there you have it, electromagnets are extremely useful and we can switch them on and off, as well as control their strength. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ZHO | ARA | CAT
2:21|3/30/2020
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The lymphatic system | Health | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (jtmotion101@gmail.com) Narration: Dale Bennet Script: William Haines Did you know your body has its own version of a sewer system, for removing unwanted toxins, waste and excess water from the body? This is called our lymphatic system. Like our blood circulation, the lymphatic system is made up of millions of little vessels that branch all around our body. But whereas arteries and veins carry blood, the lymphatic vessels are much, much finer and carry a colorless fluid called lymph. Our lymphatic system has 3 main duties: ONE: it contains white blood cells called lymphocytes, which are used to fight infection. TWO: it acts as a one-way drainage system, transporting fluid from body tissues into the blood circulation. THREE: it gets rid of waste products produced by cells. As blood circulates the body, plasma leaves the blood vessels and travels into the body tissues, delivering food, oxygen, and hormones to the cells. This plasma becomes tissue fluid and surrounds all of our body’s tissues. It then collects waste products, excess water, and toxins from the cells. 90% of this fluid passes back into the blood circulation. However, 10% of the fluid is left behind and is known as lymph. We, therefore, need a system to drain this lymph fluid, so that we don’t end up as a swollen fluid-filled balloon, hence the lymphatic system. The lymph fluid drains into lymph vessels, where it then travels to lymph nodes, which are found all around your body. To stop back-flow, the lymph vessels have one-way valves and muscular walls that contract to force the lymph forward. This is happening in millions of little lymphatic vessels in your body every minute of every day! The lymph nodes filter the lymph, destroying or trapping anything harmful. The lymph nodes contain white blood cells called lymphocytes, which attack and break down bacteria, viruses, damaged cells or cancer cells. This filtering and destroying is an important part of our immune system, and stops nasty substances from being fed back into our bloodstream which would make us sick. The waste products and destroyed bacteria are then carried in the lymph fluid through larger lymph vessels up to your neck, where the thoracic duct empties the lymph back into the blood circulation. The bloodstream then removes the waste products from the body, as it does with other waste. As well as the lymph fluid, lymph vessels, and lymph nodes, our lymphatic system also includes a few organs: the spleen, thymus, tonsils, and adenoids. They all have roles in helping our body fight off infections. Unfortunately, like any sewer system, things can go horribly wrong. Sometimes we get infections that cause the pumping to break down. This can cause your arms or legs to swell to huge proportions. Sometimes the debris or other bad substances can make it past lymph nodes. Sometimes cancer cells do this and spread the cancer to other parts of the body, which obviously isn’t good. For now, we wish you all the best for your lymphatic health, which you can help maintain by drinking lots of water and exercising. KEEP ON PUMPING! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | ZHO | ARA | DEU | CAT
3:32|3/24/2020
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Equation Of A Circle | Graphs | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we discover the equation of a circle, thanks to how it looks on a graph. The equation of a circle is (x - a)^2 + (y - b)^2 = r^2, where (a, b) is the centre of the circle and r is the radius. The coordinates of the centre point (a, b) are in the brackets with the x and y, but you just need to remember to change the sign of (a, b). We will look at how to find the equation of a tangent to a circle in another video. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
1:56|3/26/2020
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Quadratic Formula: Solving Quadratics | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Quadratics can be solved in different ways: factorising, quadratic formula, or by completing the square. In this video, we are going to look at how to use the quadratic formula to solve quadratics. Quadratics can’t always be factorised. However, the quadratic formula does always work. Factorising is easier to do, so it’s better to check for that first. But if you can’t factorise, then we can use the quadratic formula instead. If the question says "giving your answer to 3 significant figures", it means these quadratics cannot be factorised, so straight away look to use the quadratic formula. To solve quadratics, they always need to equal 0. So before you start, you may need to do some rearranging into the form, ax2 + bx + c = 0. "a" is the number in front of the x-squared, "b" is the number in front of the "x" and "c" is the number on its own. Make sure you keep the sign in front of the numbers. We then just substitute these a, b, and c values into the quadratic formula. You have to be very careful with negatives. It is best to use brackets. You will nearly always end up with 2 different answers, but occasionally you may get the same answer twice (which can still be correct). VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
4:12|3/23/2020
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Hazards From Radioactive Material | Radioactivity | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Chloe Fyvie Adams Narration: Dale Bennet Script: Bethan Parry Nuclear power stations produce electricity, which of course is extremely useful. However, they also make radioactive waste. When items have no further use and have radioactivity above certain levels, they are known as radioactive waste. Radioactive waste can come from a range of activities, including generating electricity from nuclear power stations, treating medical illnesses, and conducting research. Did you know that radioactive waste can be harmful to us? Either by irradiation or contamination. We’re going to look at these two in this video. Irradiation is when a person or object is exposed to radiation without coming into direct contact with the radioactive source. The person doesn’t make direct contact with the radioactive barrel, but since irradiation can happen at a distance, the person is still at risk. The damage to the person only happens whilst the person is in the area of the radioactive waste. Therefore, the person is only exposed to radiation for a short time, and so receives a low dose of radiation. Irradiation can sometimes be useful, particularly during cancer treatment. People are irradiated in an attempt to remove cancerous cells from their body. Irradiation is also used to sterilise surgical equipment or to remove bacteria from fruit in supermarkets. The objects don’t become radioactive themselves, and so they are safe for use or consumption. Contamination is when a person actually comes into contact with radioactive wastes. The person takes the radioactive source away with them, and so are exposed for a longer period of time and consequently have a higher dose which can lead to more damage. Contamination can happen in a variety of ways: from picking up a source, to breathing it, to ingesting it. Contamination is used in medicine by injecting radioactive tracers into the body to see possible blockages. Radioactive tracers are also used to find leaks in water pipes. Radioactive waste can remain hazardous for a very short or a very long period of time, depending upon the different half-lives. ‘Half-lives’ mean the level of hazard of the radioactive waste reduces with time. If we start off with a kilogram of radioactive waste that has a half-life of 100 years, after 100 years we will have 500g of radioactive waste. After another 100 years there will be 250g of it, and so on. Eventually, the amount of radiation will decrease until it reaches the same level as background radiation. For medical contamination that involves injecting radioactive sources, isotopes that have very short half-lives are selected. The half-life is long enough that they stay active for detection to be done, but short enough that they reduce to low-risk levels as quickly as possible. Background radiation comes from artificial and natural sources around us, that we experience daily. It is low in magnitude so it isn’t harmful. However, for some radioactive wastes to reach this low background level, it may take several thousand years. So just how harmful is radioactive waste? The answer depends on the half-life of the waste and whether a person is irradiated or contaminated. It’s like asking how long is a piece of string? We’ve now learned about the differences between irradiation and contamination. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
4:07|3/21/2020
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Types of Angles | Geometry | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool An angle measures the amount of turn. So how much has been turned? Angles come up everywhere in life, which is why we need to learn about them. The slope on roofs, so that rain and snow slide off. Pilots use angles to make sure they stay on course. They also use angles for taking off and landing to make sure they don’t come in too steep, in construction, and by animators. In this video, we are going to learn about the different types of angles. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ZHO | CAT | ARA
3:12|3/18/2020
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Inequalities | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Jean-Pierre Louw (https://www.behance.net/appel718) Narration: Lucy Billings Script: Lucy Billings An equal sign means two expressions are equal to one another. But sometimes the expressions are not equal. We might only know that something is bigger than or smaller than something else. This is where inequalities come into play. Things that are not equal, hence the word inequalities! In this video, we are going to look at the basics of inequalities, the different symbols, and how they are represented on number lines. Inequalities are really useful when looking at profits and losses, for example, or for loans, or for working out anything that may have a range of values, like when to photograph a diver jumping off a diving board. These are the symbols for inequalities: A is "less than" B. The small side is next to A and the big open mouth is next to B. So, A is "smaller than" B. A is "bigger than" B. A has the big side this time. A is "less than or equal to" B. The line underneath means “or equal to”. A is "more than or equal to" B. If we had this inequality: A is "bigger than or equal to" 4, means that A can be 4, 5, 6, and any number bigger. On a number line, it would look like this. See how it is represented with a full circle, whereas "B is less than 2" is a hollow circle on a number line. An easy way to remember is to think that the full circle also includes “or equal to”, hence it is complete. It includes everything. The hollow circle is just "more than" or "less than". It’s missing the “or equal to” and so it is hollow. There’s a closed circle here, so the value is going to be "greater than or equal to" -2. And a hollow circle here. So, it’s going to be "less than 4". We can combine these things into a double inequality, which we would write like this. Notice how we put X in the middle, so it appears just once. If we read this double inequality out loud, it says “-2 is less than or equal to x which is less than 4”. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO
3:34|3/16/2020
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Antibiotic Resistance | Health | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (jtmotion101@gmail.com) Narration: Dale Bennett Script: Annika Hilgert You probably have heard of "antibiotic resistance" before, but most people don’t realize that it’s actually the bacteria that become resistant to the antibiotics, not humans or animals. Antibiotics are a type of medicine that are used to treat and prevent bacterial infections, by inhibiting certain metabolic or chemical processes, which occur inside the bacteria. They only work on bacterial infections and are very important for public health. Antibiotic resistance happens when antibiotics cannot interrupt the bacteria's life cycle successfully anymore, and so bacterial infections become harder and harder to treat. When you take a dose of antibiotics, there will be some bacteria in the population that remain unaffected by the treatment because of their genes. These bacteria are said to be resistant. The antibiotics cannot kill them. These resistant bacteria then reproduce, passing their resistance on to their offspring. Whole new populations of bacteria are created that are unaffected by antibiotics, meaning there are bacterial infections and diseases which cannot be treated by antibiotics. It becomes very difficult to treat infections caused by antibiotic-resistant bacteria. Alternative treatments are often less effective and more expensive. It’s a global threat. It affects anyone, of any age, in any country. Without urgent action, the world could be headed for a "post-antibiotic era", in which common infections and minor injuries which have been treatable for decades can once again kill. And the amazing benefits of advanced modern medical treatments, such as chemotherapy and major surgery, will be lost. In some aspects, we’ll be rewinding medicine by 100 years. Resistant bacteria would naturally evolve anyway. Survival of the fittest means the resistant bacteria survive and reproduce, but the spread has been sped up by our misuse of antibiotics. The current global antibiotic resistance crisis is the result of six factors: (1) If antibiotics are wrongly prescribed for viral infections or for weak infections that the individual could naturally fight off without medication, bacteria are then being exposed unnecessarily to antibiotics. And so the dreaded resistance ones evolve and breed. (2) Don’t expect antibiotics to help you if you have a cold of the flu. They are viral. Even if you feel better, you must finish your full course. The full course kills off as many bacteria as possible. (3) Antibiotics aren’t just used in humans. Since 2006, the EU has banned antibiotics use to promote growth or prevent infections in healthy animals. Some other countries have also followed suit, but many more haven’t yet. They need to. Together, we can reduce the impact of the spreading antibiotic resistance. By changing how we produce, prescribe and use antibiotics, we can limit the spread of antibiotic resistance. Complete your full course, and don’t think antibiotics will cure everything. Careful prescription, and educate your patients. Keep researching for new antibiotics and other alternatives. Regulate the use and educate the public. Only use antibiotics on sick animals, with a vet’s prescription. So that is why people are concerned about antibiotic resistance. It makes the treatment of some diseases much more difficult, but we can all do our part to slow the spread. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
4:10|3/6/2020
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Kidney Disease and Dialysis | Health | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Reshenda Wakefield Narration: Dale Bennett Script: Cheam Tung Shaun (Sevenoaks School) Meet the kidneys. Those fist-sized organs that are shaped like beans. They are kind and hardworking organs located in your upper abdominal area, attached to the back of the abdominal cavity on either side of the vertebral column. Your kidneys have 4 important roles. So, luckily, we have two of them! 1. Regulate water 2. Remove waste products 3. Balance minerals 4. Produce hormones They are essential for excretion, cleaning your blood every day as it passes through them, by removing urea and other chemicals However, sometimes your kidneys may fall sick. This may be self-inflicted, such as drinking excessive amounts of alcohol or taking drugs. Or it might occur as a result of other illnesses, such as diabetes or experiencing severe injury that leads to a bacterial infection. This can cause kidney failure, which is when your kidney cannot function properly anymore, leading to a build-up of waste products in your body. As you can imagine, these waste products are dangerous, and them staying in your body for too long can cause serious damage. To help relieve the kidneys of this duty, patients can undergo dialysis for about four hours, three times a week. So, what happens during dialysis? Patients sit in chairs much like lounge chair. A needle is inserted into the patient’s vein, and untreated blood starts flowing into the dialysis unit. Let’s follow this blood to see how it gets cleaned: • A pump pushes the blood through the dialysis tubing, which is partially permeable to ensure that large particles like blood cells and proteins cannot leave the tubing. • The tubing is suspended in dialysis fluid or dialysate. • Dialysis fluid is a special solution of pure water, electrolytes, and salts. It contains no urea or waste products. • No waste in the dialysis fluid means as the blood flows through the tubing a concentration gradient is created, allowing waste products to be removed from the blood and into the dialysis fluid by diffusion. • The dialysis fluid also contains electrolytes and salts to help correct any other imbalances in the blood, that may have arisen from the kidney failure. Also making use of concentration gradients and diffusion. • Sometimes glucose is also included in the dialysis fluid, either to remove excess fluid from the blood or to provide the blood with more glucose if it’s lacking. • Once the blood is thoroughly filtered and cleaned, it returns to the patient through their artery. • The used dialysis fluid is then disposed of. While dialysis can replace the work of a failed kidney, it can very uncomfortable and time-consuming. For this reason, some people instead opt for Kidney Transplants. However, while these prove to be a much better long-term solution, as you will not have to eat a restricted diet or experience any discomfort, they tend to be very expensive. And finding a matching donor tends to be very difficult. Even if both conditions are met, you still might be at the risk of your body tissues rejecting the transplanted kidney, which will require you to take immunosuppressive drugs. So, remember to take good care of your kidneys as they help keep your body clean and healthy! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
3:19|3/4/2020
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Triangles | Geometry & Measures | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
3:31|3/15/2020
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Bacteria in digestion | Physiology | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Joshua Thomas (jtmotion101@gmail.com) Narration: Dale Bennett Script: Bethan Parry Digestion is a complex process that our bodies carry out using a variety of chemicals. In this video, we’re going to focus on the role of bacteria in digestion. Many different types of bacteria are found in our gut. In fact, scientists estimate that the gut contains between 300 and 1000 different types of bacteria. And the total number of bacteria in one person’s gut could be anything between 100 and 1000 trillion! That’s a lot of bacteria! So what are they doing inside our digestive system? The most common and important bacteria is the Lactobacillus species, which live in our small intestine. When undigested carbohydrates enter the intestines, Lactobacillus helps digest them. Otherwise, they would be lost from the body unused. Lactobacillus also helps digest sugars found in dairy products. When Lactobacillus bacteria anaerobically respire, they produce lactic acid as a waste product. Although lactic acid in our muscles hurts, lactic acid in our gut is actually very useful because it keeps the pH of our gut acidic, which means pathogenic bacteria, so bad bacteria, cannot thrive. This helps protect us from bacterial infections. Lactobacillus also helps prevent too much yeast growth in our guts, which if it spreads out to the rest of our body, it can cause yeast infections. Too many yeast cells can also cause problems with our digestive system. As well as aiding digestion, scientists have discovered that the bacteria in our gut can also influence our immune system, metabolism, and the production of essential bio-compounds. There’s even research showing that some cardiovascular disease, diabetes, inflammatory bowel disease, and obesity are associated with changes in our gut bacteria. But back to our gut bacteria and digestion, what happens if our doctor prescribes us antibiotics? Antibiotics work by killing bacteria or preventing them from reproducing. Does this harm our digestion and all the other wonderful things our gut bacteria do? Some antibiotics are targeted at specific types of bacteria, and so our doctors will try and target only the nasty pathogenic bacteria. However, often antibiotics will also kill our good digestion bacteria too. But if you’re ill and you need the antibiotics, then this is just a side effect that we have to handle. There are a few things we can do to try and help our good bacteria re-establish healthy gut populations. Probiotics are live bacteria and yeasts that are found in some foods. It is thought that eating Probiotics can help restore the natural balance of good bacteria in our gut, that we lose from taking antibiotics. Only certain types of live bacteria make it through our acidic stomach, and they need to be in very high doses. Prebiotics are, essentially, food for bacteria. They stimulate certain bacteria populations to multiply and survive in the gut. Prebiotics can be found in these foods amongst many others. So, while our bodies are brilliant at digesting food, it turns out they need a little help from friendly bacteria to get the job done to catch any undigested food and to maintain a suitable pH that we stay healthy, amongst many other great things. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | DEU | ZHO | CAT
3:29|3/2/2020
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DNA Replication | Genetics | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Bing Rijper Narration: Dale Bennett Script: Gemma Young It might be hard to believe, but at the very start of your life, you were a single, microscopic cell called a zygote. Your body now contains millions of cells, which all came about by the process of cell division. Cell division happens when one cell divides to form two cells, and it is the basis of growth and repair in humans. It is also used for asexual reproduction in organisms like bacteria. But, a single cell cannot just split itself in half to form two whole new cells. They would essentially only be half a cell. Before the cell divides, everything inside needs to be copied. This includes all the parts of the cell like the mitochondria, as well as the chromosomes inside the nucleus. A human body cell contains 23 pairs of chromosomes (46 altogether). During cell division, the DNA in the chromosomes is copied or replicated to form 46 pairs (92), double the number of chromosomes. These pairs split apart when the cell divides to form two new daughter cells, each having the correct number of chromosomes. The splitting apart of the chromosome pairs happens during a stage in cell division called mitosis. Let’s take a closer look at DNA replication. DNA is made up of many nucleotides, each containing a base represented by the letters A, T, C, and G. A piece of DNA contains two strands of nucleotides twisted together to form a double helix. The strands are complementary. This means that whenever there is an A in one strand, it will be joined to a T in the opposite strand. And whenever there is a C, it will be joined to a G. If you are not familiar with the structure of DNA then take a look at the video What is DNA? During DNA replication, the double helix unwinds. Then, an enzyme called DNA helicase unzips the DNA, so the two strands are separated. This happens at several points along the DNA. An enzyme called DNA polymerase attaches itself to the DNA strands, and is used to add complementary free nucleotides to the now exposed bases on both strands. A pairs with T, and C pairs with G. This forms two DNA molecules, each of which has one brand new strand, and one from the original DNA. These two strands twist to form a double helix. The two new DNA molecules are both identical to the original DNA molecule. In some ways, DNA replication is similar to transcription, a process that happens during protein synthesis. They both use enzymes to join free nucleotides together, and they both take place in the nucleus. But there are important differences. In DNA replication, each DNA strand is used as a template to make two new identical DNA molecules. In transcription, the coding strand of the DNA molecule is used to produce a single strand of RNA. So, to recap, in this video, you have learned why DNA needs to be replicated before a cell divides, and how this takes place. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | SPA | ZHO | DEU | CAT
3:30|3/13/2020
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How DNA Can Be Extracted From Fruit | Genetics | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Did you know that you share 50% of your DNA with a banana? You might be more closely related than you thought! This is because all living cells contain genetic material in the form of the chemical DNA. Each of your cells contains an incredible two meters of DNA! It is possible to fit all that DNA into a tiny cell because the DNA is extremely narrow. It's only about two nanometres. And it is tightly wound around proteins. You can find out more about DNA and its structure by watching this video. Do you want to see what DNA looks like? Well, it is possible. You just need to extract it from some cells. You can do this in the lab, or even in your own kitchen. The easiest way to do this is to use some fruit. In this video, we will go through the steps to show you how. First, you need to choose your fruit. The best fruits to use are those that have plenty of DNA. Strawberries are a good choice, as are kiwi fruit. You then blend or mash the fruit with salt water. This breaks apart the cells from each other. It also starts to break down the cell walls. Salt is used so that the DNA is more likely to clump together in the final stage. The next stage is to pass the liquid through a sieve and collect the 'fruit soup'. This will contain all the strawberry cells with the DNA inside the nucleus. To break apart the membranes surrounding the cell and the nucleus, and release the DNA, you add some detergent, such as washing-up liquid, to the soup. This ruptures the cell membranes. Adding a pinch of protease enzyme will help break down the proteins the DNA is wound tightly around. The DNA will uncoil and will now be present in the mixture as long strings. You can use pineapple juice, contact lens cleaner or a pinch of meat tenderiser. These all contain protease enzymes. You can’t yet see the DNA because it is dissolved in the mixture. To see the DNA, you have to make it insoluble. To do this, you slowly pour ice-cold ethanol into the mixture. The ethanol is at this low temperature to slow down the action of enzymes naturally present in the cell that will break down the DNA. In a normal healthy cell, these enzymes are usually kept separate from the DNA by the nucleus membrane, but you ruptured this in an earlier step. Ethanol is less dense than water, so it forms a layer on top of the fruit soup. The salted DNA is insoluble in ethanol, so it will begin to precipitate out of the fruit soup at the boundary between the soup and the ethanol. It transforms from a dissolved solute into an insoluble substance in the ethanol layer. You will see cloudy strings of DNA which you can remove by winding it around a wooden stick. And there you have extracted DNA! You can then observe this DNA with a microscope, or use it for other experiments. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:15|3/11/2020
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Quadratic Inequalities | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Jean-Pierre Louw - www.behance.net/Appel718 Narration: Lucy Billings Script: Lucy Billings You probably already know that quadratic equations look like this. We can also have quadratic inequalities. We use inequalities to show us a range of possible values, which actually has many real-life uses. For example, I might use them to work out that I need to film a race car between 10 and 15 seconds after the start of the race. And they’re used throughout finance, such as working out what loan you can afford based on your expenditure. We solve quadratic inequalities in pretty much the same way we solve quadratic equations, but also making use of the graph to help us work out which part we want. Let’s have a look at an example. Solve it like you normally would, so factorize, quadratic formula, or complete the square. This one factorizes. Notice how I’ve changed it to be equals. Solve each bracket, x equals 3, and x equals negative 2. Sketch what this quadratic looks like. It is U shaped, crossing the x-axis at -2 and 3. It’s just a rough sketch to help yourself in answering the question, so don’t worry too much about it at all. Because we want where the quadratic is less than 0, we want this part of the graph. The part that is less than 0 for y, but also has the quadratic in. This means the answer is x is greater than or equal to negative 2, but less than or equal to 3. Because we’ve shaded one joined region, the answer is one inequality. It’s this inequality sign because that was in the question. Because we have 2 separate regions shaded, this means we have 2 separate inequality answers. Where x is less than negative 4, and where x is greater than negative 2. Because the question was a “greater than” inequality, that’s what our answers are. There is no “or equal to” involved. And that’s all there is to solving quadratic inequalities. You just need to do a little sketch of the graph and work out the values from there. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:28|3/9/2020
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Bacterial Disease | Health | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Reshenda Wakefield Narration: Dale Bennett Script: Gemma Young Did you know that it wasn’t until around 200 years ago that people knew what caused infectious diseases? Before that, they believed that one cause was ‘bad air’, and so they carried around bunches of sweet-smelling flowers to sweeten the scent of the air and prevent disease. Thanks to the invention of the microscope, and the experiments carried out by scientists, we now know that infectious diseases are caused by pathogens such as viruses and bacteria. In this video, we’re going to look at how bacteria can cause disease in humans. Bacteria are single-celled organisms. They cause disease by entering the body, multiplying and releasing toxins that damage cells. There are a number of diseases in humans that are caused by bacteria. Let’s take a closer look at a few. First off, we have salmonella, a type of food poisoning caused by salmonella bacteria, which causes fever, abdominal cramps, vomiting, and diarrhea due to the toxins the bacteria release. Catching salmonella can be avoided by practicing good kitchen hygiene. Chicken should be cooked all the way through to kill any salmonella bacteria that are lurking in the meat. Also, it is important to keep raw meat and foods that are to be eaten raw, like salads, separate, and to wash your hands after handling raw meat. Another infectious disease caused by bacteria is gonorrhea. This is a sexually transmitted disease or STD for short. It is passed from person to person by sexual contact. The early symptoms include a thick yellow or green discharge from the vagina or penis and pain on urination. The symptoms become less obvious in the later stages of the illness so it can go undetected. Unfortunately, untreated gonorrhea can cause long-term pelvic pain and infertility. This is why it is very important to get checked by a doctor as soon as a person gets symptoms, so it can be treated with a course of antibiotics. Its spread is reduced by using a barrier method of contraception, such as condoms. Tuberculosis, or TB for short, is a bacterial infection that mainly affects the lungs. It is spread by breathing in tiny droplets from coughs or sneezes of an infected person or animal. Symptoms of TB include a persistent cough, which may bring up blood, fever, tiredness, and swellings in the neck. TB is a serious condition, but it can be cured if it's treated with the right antibiotics. The number of cases of TB in many countries has been reduced by the use of vaccination. Another bacteria causing illness are stomach ulcers. A burning pain in the stomach could be a sign of a stomach ulcer. These are an open sore on the stomach lining. It used to be thought that stomach ulcers were caused by the stomach producing too much acid, brought on by eating spicy food or stress, but we now know that, in fact, they can be caused by an infection with Helicobacter pylori bacteria. This discovery was made in 2005 by 2 researchers. To provide evidence, one of the scientists infected himself with the bacteria to prove that it caused stomach ulcers. Now that is dedication to their work! So those are a few examples of when bacteria cause illness in humans, but don’t be fooled into thinking all bacteria are bad. In fact, lots of bacteria are important to our survival. We have billions inside our digestive system, which help us break down different foods. VISIT us at www.fuseschool.org, where all of our videos are carefully organized into topics and specific orders, and to see what else we have on offer. Comment, like, and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:49|2/27/2020
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Lightning | Electricity | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Reshenda Wakefield Narration: Lucy Billings Script: Bethan Parry A flash of lightning and a rumble of thunder. But what exactly are these spectacular occurrences? In 1752, Benjamin Franklin discovered that lightning was caused by powerful electrical discharges in clouds. He wasn’t the first person to discover electricity or the first to think that lightning was made of it. But he did prove it to be the case, by flying a kite during a thunderstorm. Luckily, his kite wasn’t actually struck by lightning, because it would have fried him in his boots! Thunderstorms are caused by small electrically-charged particles. As water molecules in the cloud are heated and cooled, and they move up and down against each other. There is a separation of charge forming 2 poles within the cloud. One part becomes negatively charged, and the other part becomes positively charged. Objects on the ground then become oppositely charged to the lower part of the cloud. This imbalance tries to resolve itself by passing current between the differently charged poles. Charged particles always flow in the direction where there are fewer particles of the same charge. This results in a lightning bolt. Sometimes the bolt will carry a positive charge, and sometimes a negative charge. At first, there is a bolt which is invisible to our eyes. When the invisible lightning bolt gets close enough to the ground, there is a powerful discharge of energy. So powerful, in fact, that it results in an electrical arc. This is the lightning bolt that we see. The electrical arc of the lightning bolt heats the surrounding air to extreme temperatures. In fact, the air around it can be heated to 5 times hotter than the sun! This heat causes the surrounding air to rapidly expand and vibrate, which is the rumbling thunder that we hear. Lightning comes in many different colors. The color depends on atmospheric humidity, temperature, and levels of air pollution. Lightning also transports massive amounts of energy 5 times hotter than the sun, so that makes sense. Each bolt carries about 10 billion watts. That’s enough power for 32 million people a year! 10 billion watts per bolt, and given that 50 bolts strike the Earth’s surface every single second, means the power of lightning is extraordinary and dangerous. Over 2,000 people a year are killed by lightning. Extracting electricity from lightning sounds like a good idea, right? Well, in reality: • Predicting where the lightning is going to hit to have our equipment is nearly impossible. • We’d need to develop the technology that can conduct and store this amount of instantaneous power. • The equipment has been predicted to cost over 90 trillion US dollars. This is all the money in the world! • We don’t know if the lightning bolt is going to be positively or negatively charged, and so our equipment would need to cover both possibilities. Despite this, scientists are still trying to harness lightning’s electricity. You might as well try! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ARA | ZHO | DEU | SPA | CAT
4:50|2/21/2020
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What are Emulsions? | Properties of Matter | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn all about emulsions, how they are made and where we can find them in everyday life. At Fuse School, teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. Our OER are available free of charge to anyone. Make sure to subscribe - we are going to create 3000 more! The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Google+: http://www.gplus.to/FuseSchool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
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3:08|5/9/2020
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How Does Electroplating Work | Reactions | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about electroplating. The anode is positively charged, and the cathode is negatively charged. They are immersed in a solution called an electrolyte. The electrolyte and the anode are selected based upon the material that you are electroplating with. So if you want to create a copper plate on the cathode, you would use a copper anode and a copper based electrolyte solution. When the battery is turned on, the positively charged ions in the electrolyte are attracted to the cathode. Here, they gain electrons which is known as reduction. When the battery is turned on, the negatively charged ions in the electrolyte solution are attracted to the anode. The atoms within the anode, so the copper atoms in copper plating, lose electrons which is known as oxidation. These copper atoms are now positively charged and dissolve into the electrolyte solution. Once in the electrolyte solution, because they are now positively charged they are attracted over to the negative cathode. Hence electroplating the cathode. The electrons flow from the anode to the cathode. Half equations occur at each anode, with oxidation at the anode and reduction at the cathode. Just remember, oxidation is loss of electrons and reduction is gain. SUBSCRIBE to the Fuse School channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT
5:49|5/10/2020
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Structure Of The Leaf | Plant | Biology | The FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Plants make food through photosynthesis. Using their leaves, plants combine sunlight, carbon dioxide and water to make glucose and oxygen. A leaf is like a plant's food factory, collecting all of the components into one place so that photosynthesis can happen. Let's start with sunlight. The top of a leaf is exposed to the most sunlight, and so the cells specialised for trapping light are on top of the leaf. These specialised cells are called palisade mesophyll cells. They are packed full of chlorophyll - the green chemical that plants used to absorb light. Most leaves have a large surface area so that they can trap as much sunlight as possible. Moving on to carbon dioxide. This is where the bottom of the leaf comes in. There are little pores on the bottom of the leaf called stomata. The stomata open up so that carbon dioxide can diffuse into the leaf. The stomata are controlled by 'sausage shaped' guard cells, which open up to let carbon dioxide in. The guard cells can also close the stomata, to stop other things inside the leaf, like water, from escaping. The carbon dioxide comes in from the stomata, and then makes its way up through the leaf, through the gaps in the spongy mesophyll layer in the bottom part of the leaf and heads up to the palisade cells where photosynthesis occurs. Leaves are thin so that the carbon dioxide doesn't have too far to travel. The final reactant needed for photosynthesis is water. Water comes into the plant through the roots, moves up the stem and enters the leaf through the vascular bundle. The vascular bundle contains a hollow tube specifically for water movement called the xylem. The veins on a leaf are actually the vascular bundle, allowing water to be spread out through the leaf. The leaves palisade cells now have sunlight, carbon dioxide and water. They are ready to photosynthesis to make glucose and oxygen. How do leaves manage to let in the wanted things (like water and carbon dioxide) but prevent unwanted things like bacteria getting in and also prevent the reactants from escaping before being used? At the top and bottom of the leaf are epidermis cells. These produce a protective waxy cuticle layer. The waxy cuticle seals up the leaf so that the only way in and out are through the stomata, which are regulated by the guard cells. So from top to bottom, a leaf's structure: - Waxy cuticle and epidermis cells - Palisade cells (where photosynthesis occurs) - Spongy mesophyll (with vascular bundle running through for water transport) - Epidermis and cuticle, with stomata and guard cells spread throughout (allowing carbon dioxide in). At Fuse School, teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. Our OER are available free of charge to anyone. Make sure to subscribe - we are going to create 3000 more! Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
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3:42|2/25/2020
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The Functional Group Concept Explained | Organic Chemistry | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool This is the introduction to the Functional Group concept - giving an oversight about Organic Chemistry, the composition of Alkenes. The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Google+: http://www.gplus.to/FuseSchool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
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4:50|2/19/2020
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What are Quarks? | Physics | The Fuse School
Find out what quarks are, how they were discovered and why they are very important in relation to protons and neutrons. There are different types of quarks which you'll learn about in this GCSE / K12 "Radioactivity" video from the Virtual School. Click here to see more videos: https://alugha.com/FuseSchool At Fuse School, teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. Our OER are available free of charge to anyone. Make sure to subscribe - we are going to create 3000 more! The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Google+: http://www.gplus.to/FuseSchool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
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3:18|2/17/2020
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Muscles | Biology for All | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Muscles are a very important type of tissue that allow us to perform many functions - from simpler actions such as blinking our eyes and chewing our food, to more complex ones such as swimming and playing football. Muscles are essentially bundles of fibres that expand and contract to help make movement possible. These fibres are mostly repeating units of actin and myosin protein chains. If you have larger muscles, it does not mean that you have more fibres - it means that the fibres are just much larger. There are three types of muscles in our body - skeletal, smooth, and cardiac. Skeletal muscles, are suggested in their name, are attached to our skeleton, or bones via tendons. As we control their movement, they are also known as voluntary muscles. Their striped appearance gives them yet another name - striated muscles. These muscles enable us to walk, stop, and lift things up in our arms. There are two types of skeletal muscles - fast twitch and slow twitch. Although fast twitch muscles expand and contract quickly, and are thus responsible for powerful movements, they become tired very quickly. If you jump very quickly into the air, you probably can only do it a few times before feeling exhausted! On the other hand, slow twitch muscles move much slower, but tire a lot less easily. For instance, you can write with a pen for quite some time before your hand actually gets really tired. Smooth muscles, which make up your blood vessels, stomach lining, and other organ linings, are involuntary muscles as their movement is not under our control. As an example, it is impossible for us to tell our stomach to churn and digest our food faster! Cardiac muscles that make up our heart are able to work continuously without tiring. Like smooth muscles, cardiac muscles are also involuntary - we cannot make our heart work faster or slower! In conclusion, there are three types of muscles found in our body, all of which have specific structures and functions. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:30|2/7/2020
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How Fast? | Force | Physics for All | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool That plane is supersonic. How fast do you think that is? In this video we’ll look at the speed of some everyday items. You should already know that speed is a measure of the distance an object travels in a certain time, and that it’s calculated using this equation. Which can also be remembered using a formula triangle If you haven’t calculated speeds before, watch this video first. These two people are standing 990 metres apart. When this person speaks, there is a 3 second delay before the 2nd person hears the words. How fast is sound travelling? With a distance of 990m and time of 3 seconds The speed of sound in air is 330m/s. This is a rough approximation for the speed of sound if the air temperature is 0 degrees celsius. If the air is warmer, sound travels faster. Let’s add in km per hour to give a better context. Passenger planes fly at about 900 to 1000km/hr. Slower than the speed of sound... Is it possible to fly faster than the speed of sound? Yes, some fighter jets can. Going faster than the speed of sound is called super sonic speeds. You won’t hear the jets until they’ve already passed over your head - because the sound is actually slower and travelling behind them! On the ground, the sound waves are heard as a sonic boom. So that’s sound and passenger jets. How fast is light in comparison? Have you ever wondered why you see the flash of lightning before you hear the rumble of thunder? This is because the speed of light is much, much faster than the speed of sound. The thunder and lightning both come from the same source and occur at the same time, however light travels at just under 300 million metres per second. Whereas sounds travels at a measly 330m/s. Next time you see lightning, count how many seconds before you hear the thunder. This tells you roughly how far away the lightning is. If you’re a km person, remember 3 seconds for 1km And if you’re a miles person, remember 5 seconds for 1 mile. Now let’s slow it down a lot… how fast do we walk, run and cycle? Wow, compare that to sound, planes and light!! Again, let’s add in km/hr because often those speeds are easier to imagine. What do you think makes some days feel windier than others? It’s the speed of the wind. Air is always moving, but the faster it moves the windier it feels. A gentle breeze moves at 3.5 to 5.5 m/s. Faster than we run! On a windy day it gets up to about 14m/s. The highest wind speed ever recorded was 135m/s in a tornado in America. Although not as fast as a commercial plane, tornadoes can cause some serious destruction. They can destroy buildings, uproot trees and hurl vehicles hundreds of metres. There we have the speeds of some different every day things. Whilst we can’t go as fast as light, we sure can go faster than the speed of sound. CREDITS Animation & Design: Joshua Thomas https://www.instagram.com/jt_saiyan/?hl=en Narration: Dale Bennet Script: Bethan Parry VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | ARA | CAT
3:40|2/12/2020
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Plastics | Incredible Oceans | FuseSchool
CREDITS Animation & Design: Chloe Adams, Jean-Pierre Louw, Joshua thomas Narration: Russel Arnott Script: Incredible Oceans Click here to see more videos: https://alugha.com/FuseSchool Hi My name is Russell Arnott I'm a marine biologist at Bath University and I'm here today to talk a little bit about plastic. plastic is an amazing substance it can be used to make; clothing, food, packaging, car parts and even houses. It's super cheap to make and it's virtually indestructible. But this is also the problem with plastic or rather. how we as humans are choosing to use plastic, plastics can take a long time to break down naturally or biodegrade. That plastic bottle you just used will be around for at least another four hundred years. So, if Shakespeare had a water bottle, we would still be able to use it today. And that potato chip container you just ate out of will hang around for as long as the pyramids have already been here. In fact, almost every piece of plastic we ever made is still here with us somewhere. Unfortunately, a good chunk of the plastic we make ends up in our oceans and because plastic takes so long to break down it's just building up and up and up. Scientists have calculated that around twelve million tons of plastic is added to our ocean every year. So, each year another twelve million tons of plastic is added circular ocean currents called gyres, collect up this plastic and bring it together in giant floating island or garbage patches some of which are as big as the United States of America. These pieces of floating plastic get eaten by; turtles, whales, dolphins, seals, sea birds and other marine animals where they block up their stomachs. Sunlight and waves cause the big chunks of plastic to get broken down into smaller pieces called microplastics. These micro plastics are then eaten by tiny plankton and work their way up the food chain into bigger and bigger animals and now humans have started eating pieces of plastic inside the fish that we catch. So, what can you do to reduce your plastic footprint? Just think about the three R.'s reduces, reuse and recycle. of plastic that you use from day to day. The easiest way to do this is to shop your local greengrocer and take your own bags with you which you can reuse again and again. Secondly if you have to use plastic think about whether you can reuse it, for example if you buy a bottle of water you can take that plastic bottle of water and refill it again and again and again. Finally, if you are going to use plastic think about whether you can recycle it. Some plastics aren't recyclable but loads of them are but remember this isn't going to be a solution for ever because there's a limit to how many times we can recycle different types of plastics. I've got to say one of my favourite ways to reduce ocean plastic is to do a two-minute beach clean. As the name suggests this involves going down to the beach timing yourself and spending two minutes picking up any litter that you can find. How much little can you prevent getting into our oceans? VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ZHO | ARA | CAT
3:23|1/20/2020
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What is Diabetes? | Biology for All | FuseSchool
What does diabetes mean to you? Something to do with sugar right? Would you be shocked if I told you that every 6 seconds someone dies from diabetes? One in 11 adults worldwide has diabetes, with 1 in 2 not being diagnosed. So it is important that we all know what it is, how it can be detected and how we can control it. Diabetes is a condition where the levels of blood glucose are too high, because the body cannot use it properly. This could be because the pancreas doesn’t produce enough, or any, insulin, or the insulin is not working properly. Insulin helps glucose leave our blood and enter into our bodies cells. Let’s have a look at this process in a little more detail. Your body digests carbohydrates, breaking it down into glucose. Your liver also produces glucose. Insulin is a hormone produced by the pancreas that allows glucose to enter into our body’s cells. Here it is used to provide energy to undergo our normal life processes, like growth and repair. If you have diabetes, your body cannot make proper use of this glucose and so it builds up in the blood and cannot be used by cells. There are two main types of diabetes: type 1 and type 2. Type 1 is when there is no insulin at all, whereas type 2 is when there is insulin present but either there isn’t enough or it isn’t working properly. Type 1 diabetes is an autoimmune response, where the body destroys its own insulin-making cells. This type has nothing to do with diet or lifestyle, and currently there is no cure - just daily treatment on insulin injections or pumps. The symptoms of type 1 diabetes are thirst, needing to regularly pass urine, tiredness and weight loss, and can occur very suddenly. Without any insulin, the glucose cannot enter the cells so the cells cannot use it for energy. Therefore, the body has to break down fats to use that for energy instead, and hence weight loss. Whilst type 1 diabetes can appear at any age, it usually appears before the age of 40 and type 1 accounts for most cases of childhood diabetes. Type 2 diabetes usually appears in people over the age of 40, but it is becoming more common in children and younger people. It accounts for between 85 and 95 percent of all diabetes and is treated with a healthy diet and regular exercise. Medication and / or insulin are also often used. Where the development of type 1 diabetes is often sudden and dramatic, the symptoms for type 2 are much more mild, making it harder to detect. There are some key risk factors associated with type 2 diabetes. Due to the risk factors, you may not be surprised to hear that lifestyle changes can help prevent the development of type 2 diabetes by achieving a healthy body weight. 30 minutes of exercise a day can reduce your risks of developing type 2 diabetes by 40%. So now you should know the differences between type 1 and type 2 diabetes, and that by maintaining a healthy lifestyle you can reduce your risk of getting type 2 diabetes. SUBSCRIBE to the FuseSchool YouTube channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Find all of our Chemistry videos here: https://www.youtube.com/watch?v=cRnpKjHpFyg&list=PLW0gavSzhMlReKGMVfUt6YuNQsO0bqSMV Find all of our Biology videos here: https://www.youtube.com/watch?v=tjkHzEVcyrE&list=PLW0gavSzhMlQYSpKryVcEr3ERup5SxHl0 Find all of our Maths videos here: https://www.youtube.com/watch?v=hJq_cdz_L00&list=PLW0gavSzhMlTyWKCgW1616v3fIywogoZQ Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: RUS | ZHO | ENG | ARA | DEU | SPA
3:46|10/26/2018
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Adding & Subtracting Surds | Numbers | Maths | FuseSchool
In this video we are going to have a quick look at adding and subtracting surds. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA
1:58|7/20/2020
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Expanding Square Brackets | Algebra | Maths | FuseSchool
In this video we’re going to have a look at how to expand squared brackets. You should already know how to expand double brackets by multiplying each term in the first bracket, by each term in the second bracket and then simplifying. EXAMPLE: (x - 4)(x + 3) = x^2 - 4x + 3x - 12 = x^2 - x - 12. For expanding squared brackets, EXAMPLE: (x - 5)^2. Just like 3^2 means 3 X 3, the squared bracket here means the bracket times the bracket. EXAMPLE: (x - 5)^2 = (x - 5)(x - 5) = x^2 - 5x - 5x + 25 = x^2 - 10x - 25. After simplifying, make sure you end up with exactly 3 terms. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA
1:40|7/11/2020
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Is A Number In A Sequence | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Arithmetic (Linear) Sequences: https://bit.ly/2XEthWv In this video we are going to look at how we work out whether a number is in sequence or not. We looked at finding the nth term rule, generating sequences from it and finding terms in a sequence from the nth term rule in part 1. Is 730 a term in the sequence 3n + 11? 730 isn’t the term, so we cannot substitute it in for n. We have to make the nth term rule equal to 730. 3n + 11 = 730, and then solve for 'n'. n = 239.7. Because n has come out as a decimal place, it means 730 is not in the sequence. Looking at another example: Is 265 a term in the sequence 4n + 5? Again, solve for n by solving this equation: 4n + 5 = 265. n = 65. Because 65 is a whole number it means that 265 is in the sequence. 265 is the 65th term in the sequence. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA
1:53|4/16/2020
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Le Chatelier's Principle Part 1 | Reactions | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool What exactly is Le Chatelier's Principle? And why is it important to learn it to understand chemical reactions? Find out in this video! The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Facebook: https://www.facebook.com/fuseschool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
Available in: ENG | SPA | DEU
4:15|6/1/2020
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Green Chemistry - Principle 5 | Environmental Chemistry | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about the principles of green chemistry as part of the environmental chemistry topic. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | ZHO | HRV
1:39|6/30/2020
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Learn how to divide using timestables | Maths | FuseSchool SA
Click here to see more videos: https://alugha.com/FuseSchool Learn how to apply tables for division!
Available in: ENG | SPA | DEU | ZHO | ARA | HRV
1:36|4/28/2020
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Forces That Cause Change | Forces & Motion | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool So what exactly is a force? A force is just a push or pull in a particular direction. Whenever you push or pull something, you are exerting a force on it. The forces that you exert can cause three things: 1. They can change the shape of an object. 2. They can change the speed of an object. 3. A force can change the direction in which something is traveling. If a force changes both the speed and the direction of an object, then we say its velocity has been changed. This is because velocity is a vector quantity, that measures both the speed and the direction. Changes in shape can mean a variety of things. Objects can be stretched, bent, or compressed. When an object changes shape we say it is deformed. There are two types of deformation: 1. Elastic deformation 2. Plastic deformation In elastic deformation the object returns to its original shape when the force has been removed. In plastic deformation the material does not return to its original shape when the force has been removed. This graph shows a force extension curve for deformation. Objects deform elastically... until they reach their elastic limit - or yield point. When the elastic limit has been exceeded objects deform plastically. You know when you stretch your elastic band, and it pings back to shape. That’s elastic deformation. But when you stretch it too far… and it then doesn’t go back to it’s starting shape. It’s now an overstretched ‘saggy’ elastic band. That’s because we reached it’s elastic limit - or yield point. And the band deforms plastically. And if we stretch it too far it breaks, that’s the rupture point. We can also see the yield point - or elastic limit - in a classroom by applying extra weights to a spring, until the spring doesn’t return to its starting shape. Credits: Design & Animation: Bing Rijper Narration: Dale Bennett Script: Bethan Parry SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA | HRV
2:26|4/30/2020
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Transport In Cells: Active Transport | Cells | Biology | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In the first part of this video we looked at diffusion to move gases and osmosis for the movement of water, from high concentration to low concentration down their concentration gradient. Active transport works in the opposite direction; it moves molecules from a low concentration to a high concentration, against the concentration gradient. This is the opposite of diffusion and osmosis. And because it is not the natural direction, energy from is required to make this work. Active transport is carried out by protein carriers. The protein carriers are within the cell membrane and they have a specific binding site for the exact molecule they are transporting. The substance binds to the protein carrier on the side that it is at low concentration. And using energy from respiration, the protein carrier releases the substance on the other side of the membrane - where it is already at a higher concentration. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ZHO | ARA
2:32|5/12/2020
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Frequency Tables | Statistics | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video, we’re going to look at frequency tables. These numbers are enough to give someone a headache and there's only 200 of them. Lots of datasets have thousands or even millions of pieces of data, so we need to collect and record the data in tables to make it manageable. Thankfully, we can group this data into a nice neat table like this, which we can then easily put it into a bar chart. Sometimes the data can be left as individual numbers and sometimes it's easier to group it, like I grouped the exam results. So we have these ages we can collect into a frequency table by tallying: 16,19,20,22,19 and carrying on for all the data, then add your tally marks to get the frequency and we have a completed frequency table which is much easier to work from. I could have just as easy chosen to group the numbers into categories for example. When creating 18 groups it's best to try and make the group the same size. So, let's go back to our exam results. These groups are differently sized: this one is 10, these are 14, and this one is 30. Let's try to make it more dense. We know that the lowest mark was 22% and that the highest mark was 100%, so the range of results is 78%. Now, because we have A* ,B,C,D and E; so, 6 groups, work out approximately how big each group should be by diving the range by 6. We want each group to be 13% in size, starting from the bottom at 22, add 13, so it's 35. So the next group starts at 35, adding 13 each time and then fill the rest of the group at the end. We now have 6 groups that are pretty much the same class width. Here are some questions for you to do. Pause the video, work them out and click play when you're ready. How did you get on? One final question for you to do: create four equal groups or classes for this data. Pause the video, work it out and click play when you're ready. Did you get the groups right? That's the end of frequency tables. They’re very useful for collecting data together, to make it easier to handle. We can also calculate averages and create different graphs from them - like histograms, which we will look at in other videos. If you liked the video give it a thumbs up and don't forget to subscribe. Comment below if you have any questions. Why not check out our FuseSchool app as well? Until next time. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | DEU | ARA | ZHO
3:41|4/25/2020
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Matter Exam Question 2 | Properties of Matter | Chemistry | FuseSchool
Work through this practice GCSE / K12 question on atomic number, atomic mass and electronic configuration. Read the question, and hit pause if you want to try answering it yourself. Then hit play again to watch how the teacher solves it. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU
3:59|7/30/2021
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Angles In Parallel Lines | Geometry & Measures | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Parallel lines are always the same distance apart and never meet. We use arrowheads are used to show that lines are parallel. See how these lines have one arrow. Then, because these ones are also parallel, but not parallel to the ones before, they have two arrows. Parallel lines create lots of angles that are either the same or correspond to one another. In this video we are going to discover what these keywords mean and we're going to use them to find missing angles. Before we start, you should already know that there are 180 degrees in a straight line. That's a key piece of knowledge that we use when solving parallel line angle questions. So what do you notice about alternate angles? Alternate angles are always the same. They make a Z shape. So, you can look out for Z’s but you do also need to remember the name: Alternate. These angles are called Corresponding Angles. What do you notice about them? Corresponding Angles are also the same but this time they look more like an F than a Z. These are called Interior Angles. What do you notice about them? Interior Angles always add up to 180 degrees. This is like a C rather than an F or a Z. And so, the final thing we need to add are: Vertically Opposite Angles. What do you notice? Opposite Angles on a point are always equal. Using these 4 angle facts that there are 180 degrees on a straight line, 360 degrees around a point and 180 degrees in a triangle, here are some questions today. Pause the video. Find the angles and click play when you're ready. Did you get the angles right? Your explanation may be different but just make sure you used the current terminology. Here are my reasons; as long as you use the current terminally then any current reason counts. Here's a final puzzle for you to do. With just these four angles, can you find all the other internal angles? Pause the video and then click play when you want the answers. If you liked the video give it a thumbs up and don't forget to subscribe. Comment below if you have any questions. Why not check up our FuseSchool app as well. Until next time! SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ZHO | ARA
2:56|5/4/2020
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Factorising Quadratics: Non-Monic | Algebra | Maths | FuseSchool
In this video we’re going to discover how to factorise quadratics that don’t have 1 as the coefficient of the x-squared term. These are called non-monic quadratics. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | ARA | DEU
3:58|7/19/2021
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Other Graphs - Sin Cos Tan Exponential | Graphs | Maths | FuseSchool
You should already know what a straight line, quadratic, cubic and reciprocal look like when plotted on a graph. In this video we will discover what the sin, cos and tan graphs look like and also exponential functions. You don't necessarily need to know the exact values that these functions cross through, but you should at least recognise their different shapes. The sine and cosine graphs are very similar; they are repeating curves that look like a snake!! The tangent graph is very different, it looks like lots of separate parts. The exponential graph increases rapidly, getting steeper and steeper as it goes. Make sure you recognise these different graph shapes. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:56|7/5/2021
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Factorising Quadratics | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool In this video we’re going to discover how to factorise quadratics. Quadratics are expressions with x² as the highest power. Expanding and factorising are opposites. Factorising means to put into brackets, and with quadratics it is usually 2 brackets (x + 2)(x - 3). Each bracket is a factor. Let's factorise x² + 3x - 10. Start by putting down your two brackets, both with an ‘x’ at the front: (x )(x ). Now look at the number that is on it's own at the end: -10. What multiplies to give negative 10? 2 and 5, or 1 and 10. Which combination of those add to give the number in the middle: + 3? +5, -2. So put these into the brackets. (x + 5)(x - 2). And that is the quadratic factorised. It is really important to check yourself, so quickly expand your answer to double check you’ve factorised correctly. Quadratics that start as x-squared, so with no number in front of the x² are called monic quadratics. Quadratics that have a coefficient in front of the x-squared, like 3x2 are called non-monic quadratics. They are a little harder to factorise. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA
2:51|4/20/2020
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Expanding Double Brackets | Algebra | Maths | FuseSchool
In this video we’re going to look at how to expand double brackets. Once we know how to expand double brackets, we’ll also be able to expand triple brackets and so on, so we’ll have a look at a triple bracket example towards the end of this video. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | DEU | ARA | FRA
4:07|6/30/2021
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Exact Trig Values - Easy Table | Trigonometry | Maths | FuseSchool
There are some key angles that have exact values in trigonometry. The ones we need to know are 0, 30, 45, 60 and 90. In this video we will discover one method of remember what these values are - using a table. In the second part we will discover a different method (using our fingers) which you may prefer. Choose whichever method works best for you. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
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3:56|7/13/2021
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Composite Functions | Algebra | Maths | FuseSchool
In the introduction to functions video, we discovered what functions are, what domain and range mean and how to solve some problems. We saw that they could be called f(x) or g(x) or any letter. In this video, we’re going to look at composite functions - which makes use of different letters. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | DEU | ARA
4:00|7/15/2021
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Sockets & Voltages In Different Countries | Electricity | Physics | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool You’re on holiday and have been on the beach all day, sharing photos to social media to make your friends jealous. Your phone battery is running low. Then back in the hotel - disaster strikes. In this video we’re going to look at how different countries have different voltages of electricity and different sockets. When electricity first became available to homes in the 1880’s, it was mainly used for lighting. Over the next few decades other appliances became available and so the plug and socket arrangement was needed. At first, plugs were two pins with a live and neutral pin. To make plugs safer, some countries introduced the third earth pin. This is a safer design, that allows electricity to flow to earth, as there is a wire inside the appliance that touches the metal casing of the device. It basically reduces the chances of you having an electric shock if something goes wrong. However, not all countries introduced this third earth pin on their plugs. There are now 15 different types of plugs and sockets around the world! To learn how a British plug is wired, watch this video: As well as the shapes of plugs and sockets, there are also other key differences between electricity supplies around the world. Different countries use electricity at different voltages; on the American continent and in Japan the voltage is 120V Whilst in Europe the voltage is between 220 and 240V. Why isn’t there a standard voltage around the world? The answer is down to history. Two men were instrumental in the introduction of electricity, Nikola Tesla in Europe and Thomas Edison in America. Tesla preferred to use electricity at 240V, which allowed electricity to travel great distances without a big loss in energy, whilst Edison preferred 110V, which was considered safer. Remember, the USA also use the imperial system of measurement whereas in Europe the metric system is used. This also influenced the values used. Current systems of electricity use and transport have developed from these two men’s original ideas. Luckily, most modern appliances can handle dual voltage. All you need to do is look at the label on the appliance and it will tell you a range of voltages the appliance can work within. For example this appliance can work at voltages between 100-240V. So you’ll need the plug adaptor but don’t have to worry about the voltage. To learn about the national grid and how electricity is transported, watch this video: it explains the use of transformers that change the voltage of electricity and why they are necessary. So when you go to a different country, make sure you have the correct adapter for your plugs. Firstly so they’re the right shape, and secondly so the voltage is compatible. CREDITS Animation & designer: Joshua Thomas https://www.instagram.com/jt_saiyan/?hl=en Narration: Dale Bennett Script: Bethan Parry Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA
3:10|4/18/2020
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Solving Equations Involving Fractions | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool How do we solve equations that involve fractions? Before we get started, I am assuming you already know how to solve equations by balancing: you must do the exact same thing to both sides. So lets have a look at how to solve equations involving fractions. EXAMPLE: (2f + 8) / 3 = 6. The whole of 2f plus 8 has been divided by 3. We need to move this ‘3’ first so that everything is on the same level. No denominators. So multiply both sides by 3. Multiplying by 3 and dividing by 3 on the left hand side means that the 3's cancel each other on the left hand side. This leaves a simple linear equation to solve. 2f + 8 = 6 X 3 which simplifies to 2f + 8 = 18. Solve it: 2f = 10, so answer f=5. Easy! As always, check your answer. Substitute f=5 into the original question. EXAMPLE 2: (20 + 7e) / 2 = 2e + 7. Start by multiplying both sides by 2 to remove the '2' from the denominator on the left hand side. This means the times by 2 and divide by 2 on the left hand side cancel each other out. We now have this equation: 20 + 7e = 2(2e + 7). Expand the bracket on the right hand side and solve. 20 + 7e = 4e + 14. Simplify and solve: 3e = -6. Answer: e = -2. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | CAT | DEU | ZHO | ARA
2:23|5/5/2020
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Plot Cubic Curves | Graphs | Maths | FuseSchool
Learn how to plot cubic curves, using a table of values. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | DEU | ARA
4:04|7/1/2021
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Interior Angles | Geometry & Measures | Maths | FuseSchool
In this video we are going to look at the angles in polygons… the sum of all interior angles and the size of one interior angle. In another video we will look at exterior angles. What Are Polygons: https://bit.ly/3wxTXpY VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha
Available in: ENG | ARA | DEU | FRA
3:26|2/9/2021
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Graph Transformations | Graphs | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Graphs can be shifted and reflected, stretched and squashed. These are all known as transformations. And so now we’re going to look at stretching and squashing. We will discover how the equation of the graph looks, compared to its changed shape. Let’s start with vertical stretches and squashes as they’re a little easier. As with all vertical transformations, we apply the transformation to the whole function - so the outside. Vertical Transformations: shifts y = f(x) + a the curve up / down y = − f(x) reflects the curve in the x-axis y = af(x) stretches/squashes the curve vertically See how the number goes here? So, because this curve has the equation, y = 2 x-squared, the 2 means that we need to double every y value. So here, y was at 1 which needs to double to 2. Here 4 needs to double to 8, So every y-coordinate double in size, If the new curve was y = 3 x-squared, then every y coordinate would need to multiply by 3. So, 1 goes to 3 and so on. See what happens when the equation is y = ½ x-squared... The y coordinates half in size… So, 4 goes to 2. If you have to transform a graph yourself, just take it point by point. So, we have the graph of y = f(x) and we need y = 3 f(x). So, we divide each y-coordinate by 3 Negative 9 moves to negative 3, Negative 6 goes to negative 2, 3 goes to 1. And you’ll end up with your transformed graph… so y = ⅓ f(x) would be squashed vertically by a third. Horizontal stretches and squashes aren’t much different. As with all horizontal transformations, we apply the transformation directly to the x’s. See how the ‘2’ just goes with the x and ignores the 8. Notice how ‘2’ seems to squash the curve horizontally, whereas ‘½’ stretches the curve. As with all horizontal transformations they’re a little strange. So, any numbers bigger than 1 will squash the curve, and any numbers smaller than 1 will stretch the curve horizontally. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | ARA
3:37|4/15/2020
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Completing The Square - Plotting Quadratics | Algebra | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Completing the square is another way of solving quadratics (as well as by factorising and by using the quadratic formula). Completing the square will always work, whatever the quadratic (whereas factorising does not always work). Completing the square also helps us when sketching the graph, as it provides us with the coordinates of the turning point (minimum or maximum). In this video we look at how to plot the quadratic using completing the square. Completing the square quickly gives us the coordinates of the turning point, and if we solve it we get the coordinates of the points that the quadratic crosses the x-axis. The quadratic equation already gives us the y-intercept. So we have 4 points from which we can sketch the quadratic from. (x - a)2 + b = 0, where (a, b) are the coordinates of the minimum/maximum point. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:03|4/23/2020
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Algebraic Notation - Introduction To Algebra | Algebra | Maths | FuseSchool
In this video we look at the basics of algebra, focusing on the notation that is used. In algebra we use symbols to represent numbers. These symbols are called variables. Some reasons for using symbols instead of numbers is that the symbols, or variables, can represent unknown quantities and for showing formulae like the area of a circle. Instead of writing a X b we remove the multiplication sign and just write ab instead. Two letters next to each other or a number and a letter, means those things are multiplied together. We use a curly x for the letter because otherwise it looks like a multiplication sign. Instead of the division sign, in algebra we usually write it as a fraction. Numbers are usually left as fractions rather than as decimals. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:05|12/2/2020
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Introduction To SOHCAHTOA | Trigonometry | Maths | FuseSchool
Triangles are the building blocks of all other straight-edged shapes. They were used for hundreds of years to create accurate maps and GPS today still works using trigonometry. Even the pixels on phones and screens use trigonometry.We need to know these things so that we can work out exact lengths of sides of triangles or how big certain angles are in triangles. There are 3 main functions in trigonometry: - Sine - Cosine - Tangent These functions are just ratios between sides and angles on right-angle triangles. So we need to firstly know which side is the hypotenuse, which is the opposite and which is the adjacent. The hypotenuse is the longest side and is always opposite the right-angle. Then we have the adjacent and the opposite. These change positions depending upon which angle we are using.Here, this side is the opposite because it is opposite the angle and this side is the adjacent because it is next to the angle. But see how when we change the angle, the adjacent and opposite move. Sin cos and tan are just ratios between sides and angles on right-angle triangles. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | FRA | ZHO
3:04|12/1/2020
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Area Under Velocity Time Graphs | Forces & Motion | Physics | FuseSchool
You should already know that velocity-time graphs look like this... and how we can use them to map out a journey. If you’re unsure, you may want to watch this video first...In this video we’re going to look at the area under these graphs and what they represent. Let’s start by looking at a simple velocity-time graph.To find the area underneath the line… Multiply the value on the horizontal axis with the value on the vertical axis. We are multiplying together the velocity of the object and the time it has travelled for. Look at the unit… 80 metres. The area underneath a graph gives us the total distance that the object has travelled. So, we have velocity, time and distance. The area won’t always be quite so simple to calculate! Velocity-time graphs more commonly look like this…. we can calculate the area underneath the line by cleverly splitting the area into triangles and rectangles. Remember that the area of a triangle is the base multiplied by its height divided by 2. Can you work out the distance travelled for this velocity time graph? Work out the total area underneath the graph. Pause the video and give it a go. Did you get it right? 2430 metres? For most velocity-time graphs, splitting up the area will be relatively obvious... However, you might come across some more complicated plots. Splitting up an area like this will is less obvious. Whilst it doesn’t matter exactly how you split the area up, the fewer shapes you have, the fewer calculations you will have to do. As a general tip, try to include a triangle where you see diagonal lines and rectangles where there are horizontal sections. Give this one a go yourself. Pause the video and work out the distance travelled. Did you get it right? This means that for the journey shown by this velocity-time graph, the object travelled a total distance of 24m. When doing these calculations just be sure to check the units that you are given because this will affect what unit you will give in your answer for the total distance. For this one it was seconds and metres per second, so the distance in metres is correct. But for this one… it’s hours and kilometres per hour… so the distance would be measured in kilometres. So, there we have velocity-time graphs… velocity on this axis, time on this axis and the area underneath the graph is the distance. Simple! Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | CAT | SPA | FRA | ZHO
3:05|11/30/2020
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Testing For Negative Ions | Chemical Tests | Chemistry | FuseSchool
Learn the basics about testing for negative ions. Which methods and techniques are used to test negative ions? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool
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2:56|11/17/2020
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Horizontal & Vertical Lines | Graphs | Maths | FuseSchool
Learn about graphs. In this second part introductory video we will look at the equation of horizontal lines and vertical lines. We will also have a quick look at two important diagonal lines. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | SPA | CAT | ARA | FRA | RUS
2:58|12/25/2020
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Testing For Water | Chemical Tests | Chemistry | FuseSchool
Learn the basics about how to test water? what methods and techniques are use to test water? and why is water tested? Find out more in this video! This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:56|11/14/2020
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What Is Aerobic Respiration? | Physiology | Biology | FuseSchool
Respiration is the chemical process that supplies the body with energy for all other life processes: growth and repair of cells, muscle contraction, protein synthesis, sending nerve impulses, absorbing molecules in active transport to name just a few. It happens in ALL living cells, not just animal cells but also plant cells. There are two types of respiration: aerobic and anaerobic respiration. Aerobic means “with air” and so needs oxygen, whereas anaerobic respiration doesn’t need oxygen. Aerobic respiration releases energy in cells by breaking down food substances whilst in the presence of oxygen. It is represented by this simplified equation Glucose + Oxygen ----- Carbon Dioxide + Water + Energy. Glucose is broken down by oxygen to release the by-products of carbon dioxide and water. Energy is released, which is then used to make a special energy molecule called ATP. ATP is how energy is stored for later use by the body. Aerobic respiration happens all the time in all cells, usually in the mitochondria. Click here to see more videos: https://alugha.com/FuseSchool
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2:53|11/5/2020
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Halogenation | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about halogenation within the alkanes and alkenes part of organic chemistry. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:06|12/4/2020
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Evolution by Natural Selection - Darwin's Finches | Evolution | Biology | FuseSchool
The study of finches led to the development of one of the most important scientific theories of all time. In December 1831 a naturalist called Charles Darwin boarded the HMS Beagle, bound on a surveying voyage of South America. Whilst the ship and crew carried out coastline surveys, Darwin was free to explore the islands en route. In 1835 the Beagle arrived at the Galapagos islands, near Ecuador. What Darwin found there surprised him greatly. As well as giant tortoises and marine iguanas, Darwin collected and preserved a variety of different songbirds called finches. Upon returning to the UK he examined them together with ornithologist John Gould, and made some fascinating discoveries. The scientists observed that the birds were all similar to a single type of finch found on mainland South America, suggesting that these mainland finches had originally colonised the islands. However the Galapagos finches were all slightly different from the original mainland species, and they were also different from each other. The finches on each island showed distinct variations in their overall size, beak shape and claw size. These differences were attributed to the differing food sources available on the various islands of the Galapagos. Some of the birds had long thin beaks, and sharp claws suited to catching and eating insects, whilst others had large powerful beaks suitable for cracking open nuts. Because of the distances between the islands, breeding between different species of finch was unlikely, and Darwin concluded that the finches must have evolved over time from the original mainland species to suit the conditions found on each individual island. In all, 13 of the birds brought back by Darwin were identified as being entirely new species, all similar to each other, but with definite variations from their common ancestor. Darwin proposed that the variations seen both within and between the finch species arose by chance. Variations which gave any individual a competitive advantage made them more likely to survive and therefore reproduce, out-competing those with less advantageous characteristics. Darwin called this theory Natural Selection and he published it in his book “On the Origin of Species” in 1859. Evolution by natural selection is now widely agreed to be the most accurate theory to explain the origin and diversity of all life on Earth. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:05|12/5/2020
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Factors That Affect the Rate of Photosynthesis | Biology for All | FuseSchool
Photosynthesis is a chemical reaction that is fundamental to life. In this video we are going to have a look at the factors that affect the rate of photosynthesis. There are 3 main factors: light intensity, carbon dioxide concentration and also temperature. These factors are called limiting factors. Light is essential for photosynthesis, as it provides the energy to split the water and therefore enable carbon dioxide and water to react. No light, no photosynthesis. Increasing the light intensity, increases the rate of photosynthesis… until a point, when the rate is at it’s maximum. In fact, plants spread out their leaves to maximise the amount of light falling on them, and to ensure the lower leaves are not shaded by the ones above. Some woodland plants are known as shade plants because they can photosynthesis more efficiently in dim light than other species. If there is insufficient carbon dioxide in the air, then photosynthesis cannot occur at the maximum rate. Light intensity and carbon dioxide concentration are both obvious limiting factors, as they are both inputs into the reaction. However, just like us, plants are sensitive to temperature too. Too hot and they cannot photosynthesise. Too cold and their productivity slows down to zero. This is because there are enzymes involved in photosynthesis, and so above 40 degrees celsius the enzymes start to denature and so the rate of photosynthesis slows down. And then as it gets colder, the enzymes move around more slowly and hence the rate of reaction drops. Different types of plants have different optimum temperatures for photosynthesis; plants that live in colder climates have an optimum rate at a lower temperature. These are the three main limiting factors, however there are some others such as chlorophyll concentration, water and pollution. Farmers and horticulturists can use the knowledge of these limiting factors to increase crop growth in greenhouses. They can use artificial lights to extend the daylight hours or increase the light intensity, they can increase the concentration of carbon dioxide by burning paraffin lamps, and they can control the temperature inside the greenhouse. Unsurprisingly, many crops such as tomatoes and lettuces give much higher yields when grown in greenhouses. Another fantastic bonus of photosynthesis is that because it needs carbon dioxide, we can pump waste carbon dioxide from our factories straight into greenhouses. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:04|11/29/2020
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Mitosis - Stages of Mitosis | Cells | Biology | FuseSchool
In this video we are will look at mitosis, including the names of the key stages: interphase, prophase, metaphase, anaphase, telophase and cytokinesis. Mitosis is the process of cell division that produces identical copies of cells, and is involved in growth, cell repair and asexual reproduction. When cells divide by mitosis, the number of cells increases, and hence the organism grows. Different organisms have different numbers of chromosomes. A chromosome is made up of two chromatids; one from the mother and one from the father. During interphase, the chromosomes duplicate and become two identical chromatids, joined at the centromere. So in humans, it has gone from the normal 46 to 92. During prophase, the chromosomes condense in the nucleus, and the spindle fibres form in the cytoplasm. During metaphase the nuclear membrane breaks apart, the spindle fibres attach to the chromosomes and the chromosomes line up at the equator of the cell. In anaphase, the spindle fibres shorten and the centromere divides, so that each chromosome becomes two separate chromatids. During telophase the nuclear membrane forms around each set of chromosomes. The chromosomes spread back out in their ‘new’ nucleus and the spindle fibres break down. In humans, each nucleus has the normal ‘46’ chromosomes again. The final stage is cytokinesis. The cell membrane pinches in to separate the two sets of chromatids into two identical daughter cells, with the same number of chromosomes as the parent - so 46 (or 23 pairs) in humans. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:04|11/24/2020
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Continental Drift: Wegener's Theory | Environmental Chemistry | Chemistry | FuseSchool
In this video we will learn how Alfred Wegener proposed a theory in 1912 that the great continents of the Earth had drifted over geological time and were once all joined together in a giant land mass we now call Pangaea. His idea was based on the way present day continents fit neatly together, and by the way bands of fossil-bearing rocks join up across continents. Unfortunately Wegener was unable to provide a mechanism for this movement, and his theory was ridiculed by the scientific community until 1965 when the theory of plate tectonics was published. This proposed that the continents were moved around on great plates driven by convection currents in the hot mantle of the earth. Perhaps the most dramatic evidence came from the magnetism of rocks each side of the mid ocean ridges. When rocks solidify they become weakly magnetic in the direction of the earth’s magnetic field. However every few million years the earth’s magnetic field ‘flips’ so the North magnetic pole becomes South pole, and this change is signalled in the rocks. Scientists found that the rocks each side of the mid ocean ridge were magnetised first in one direction and then in another. Magma solidifies, locking in the magnetism; new magma forms as the plates move apart, the magnetic field reverses, more magma solidifies locking in the reversed polarity, and so on, creating a pattern that repeats each side of the ridge with the rocks getting older the further you are from the ridge – clear evidence of the ocean moving apart over millions of years. Further evidence came from plotting where the earth’s volcanoes and earthquakes were situated. From this map you can see that they form lines around the globe, marking out the edges of the great tectonic plates. You get almost all earthquakes and volcanoes at plate boundaries. And finally, we find the great mountain ranges right alongside where two plates are pushing into each other. The Himalaya are being thrust upwards as India moved, and is still moving, slowly into Asia. As the Pacific plate is subducted under the Asian plate, the islands of Japan with many earthquakes and volcanoes and the deep ocean trench to the east were formed and are still being formed. To summarise, the theory of continental drift was published by Wegener in 1912 with evidence that the continents were once all joined together. In 1965 it began to be accepted when plate tectonics provided a mechanism for moving the continents. This was supported by evidence of spreading at mid ocean ridges and from the pattern of earthquakes and volcanoes which outlined the earth’s tectonic plates. Drifting Continents and Shifting Theories This innovative book uses the story of how a modern science achieved its present shape and focus to introduce the question of the nature of scientific change and its philosophical analysis. The "modern revolution in geology" of the 1960s and 1970s saw the triumph of the global theory of plate tectonics, and decisive turning point in fifty years' controversy and competition first sparked in 1912 by Wegener's proposal of continental drift. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:00|11/19/2020
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Structure of Bacteria | Cells | Biology | FuseSchool
At about 3.5 billion years old, bacteria are one of the oldest living organisms on earth. They are responsible for a range of diseases including cholera, tuberculosis and the plague amongst many others. But they aren’t all bad; there are trillions of good bacteria living in your gut that are essential to your health. They can produce vitamins, prevent tumour formation, help the immune system fight pathogens and protect against carcinogens, amongst other benefits. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:57|12/29/2020
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How To Use Moles - Part 3 | Chemical Calculations | Chemistry | FuseSchool
Watch the final part of the 'using moles' videos, to complete your understanding of the chemical calculations topic. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:51|11/4/2020
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Calculator Trick - Table of Values | Graphs | Maths | FuseSchool
Use this quick calculator trick to help you generate the table of values, giving you the coordinates to plot onto a graph. Your calculator saves you time, and means you will not make mistakes substituting in values into the equation. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:52|10/28/2020
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How To Use Moles - Part 2 | Chemical Calculations | Chemistry | FuseSchool
Carry on learning about using moles in this part 2 of 3 parts. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:51|11/3/2020
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How To Use Moles - Part 1 | Chemical Calculations | Chemistry | FuseSchool
Learn the basics about using moles. This is part 1 of 3 parts, teaching you about using moles, as a part of the chemical calculations topic. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:52|11/3/2020
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Sine Or Cosine Rule? | Trigonometry | Maths | FuseSchool
Not every triangle is a right-angle triangle, so we can't always use Pythagoras and SOHCAHTOA to find missing sides and missing angles. We instead use the sine rule or the cosine rule. They can both be used to find either missing sides or missing angles in any triangle (right angle or not). Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:51|10/27/2020
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Difference Of Two Squares - Factorising Quadratics | Algebra | Maths | FuseSchool
In this video we discover what the difference of two squares means and how to factorise these ‘special’ quadratics. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:51|10/31/2020
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Decomposition of Hydrogen Peroxide | Reactions | Chemistry | The Fuse School
Learn the basics about the decomposition of hydrogen peroxide, as a part of chemical reactions. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:54|11/6/2020
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Extinction of Species | Evolution | Biology | FuseSchool
When a plant or animal species that once lived stops existing entirely, we say that that species has become extinct. Why do certain species of plants and animals sometimes become extinct? According to the theory of evolution, individuals of the same species show a range of variations. Some individuals have characteristics that are better suited to their environment, making them more likely to survive and reproduce, whilst others are less well adapted. These less well adapted individuals may eventually fail to reproduce and eventually their genes are removed from the population. If an entire species fails to adapt to changes in its environment, or compete with other organisms for resources, and its birth rate is lower than its death rate, then it will become extinct. Over 99% of all the species that have ever lived are now extinct! Typically, most organisms become extinct within 10 million years of their first appearance, although some species have survived without much change for much longer than this. These long-surviving organisms are sometimes called “living fossils”. The African aardvark and the Himalayan red panda are two examples of such living fossils as both have remained genetically unchanged for millions of years. From time to time, an event takes place on Earth which causes a mass extinction. These mass extinctions are identified by a significant and often devastating change in the number and variety of organisms alive at one time. The most famous mass extinction, called the K-T extinction event, occurred about 65 million years ago and involved the extinction of the dinosaurs. The most devastating extinction event happened 251 million years ago, and completely eradicated 96% of all known species. This was probably due to a comet or asteroid impact. Today, many species are becoming extinct at an alarming rate. This is of great concern to biologists and ecologists. It is currently estimated that 50% of all living species will be extinct by the year 2100. What can we do to slow or halt this spiral of extinction? Stopping habitat destruction is a key starting point, as well as becoming greener, lowering our carbon footprint and using sustainable products we may be able to affect this, and it’s up to all of us to play our part. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:53|10/30/2020
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Completing The Square - Quadratics | Algebra | Maths | FuseSchool
Completing the square is another way of solving quadratics (as well as by factorising and by using the quadratic formula). Completing the square will always work, whatever the quadratic (whereas factorising does not always work). Completing the square also helps us when sketching the graph, as it provides us with the coordinates of the turning point (minimum or maximum). In this video we look at the process we follow to complete the square. We will then use completing the square to solve quadratics in part 2, and to sketch graphs in the third video on completing the square. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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3:47|7/29/2020
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Gas Exchange In Different Animals | Physiology | Biology | FuseSchool
Respiration is carried out by all living things. Animals need oxygen to carry out aerobic respiration and they need to get rid of the waste product called carbon dioxide. This is called gas exchange. Swapping one gas for another. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Find our other Chemistry videos here: Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:53|11/1/2020
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Strong and Weak Alkalis | Acids, Bases & Alkalis | Chemistry | FuseSchool
An acid is a substance that will dissociate in water to give a proton (or H+ ion) and a conjugate base. An acid is considered to be strong if dissociation nears 100%, and weak if dissociation is usually less than 1%. In this lesson, we will learn about strong alkalis and weak alkalis. An alkali is a soluble base that has a pH greater than 7, turns red litmus paper blue, and universal indicator solution green if it is weak and blue to purple if it is strong. But in the absence of universal indicator solution, how can we tell if an alkali is strong or weak? In water, sodium hydroxide dissociates into a Na+ ion and a OH- ion. Since sodium hydroxide almost completely dissociates (100%), it is considered to be a strong alkali. The concentration of OH- ions in a solution containing a strong alkali will be high. Other examples of strong alkalis include potassium hydroxide and calcium hydroxide. These substances, when dissolved in water will turn universal indicator solution a very deep purple, and are highly corrosive. In contrast, a weak alkali is one that does not completely dissociate in water. A good example of a weak alkali is ammonium hydroxide (NH4OH). In water, it does not completely dissociate into its respective ions. The concentration of OH- ions in a solution containing a weak alkali will be much lower. These substances, when dissolved in water will turn universal indicator solution a green or light blue, and are less corrosive than strong alkalis for a given concentration. In conclusion, a strong alkali dissociates almost completely in water to give a high concentration of hydroxide ions, whereas dissociation for a weak alkali is much less and therefore the concentration of hydroxide ions is much lower. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:52|10/29/2020
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What Is The Haber Process | Reactions | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool What is the Haber Process, how does it work and where do we use it? In this education video by The Fuse Universal you are going to learn about: - How to conduct the Haber Process - Industrial Process for the Production of Ammonia - Uses of the Haber Process in Industry The Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
Available in: ENG | SPA | DEU | CAT
4:04|5/10/2020
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Equation Of A Tangent To A Circle | Graphs | Maths | FuseSchool
On a circle, the tangent is always perpendicular to the radius. We use this key piece of information when finding the equation of the tangent. We then use our knowledge of the equation of a circle, and the equation of straight lines (y = mx + c) to find the equation of the tangent. Equation Of A Circle: https://alugha.com/videos/d31b4c08-1bfd-11ea-91c2-2f05fd269908 Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:08|7/23/2020
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Factorising Expressions - Single Brackets | Algebra | Maths | FuseSchool
It is know as factorising in England and factoring in America. They mean to put an expression into brackets. We say it has been factorised. Numbers have factors, the factors of 6 are 1, 2, 3 and 6. Expressions can also have factors like this: 6x - 12 = 3(2x - 4). Factorising is the process of finding the factors. It’s a form of simplifying, and basically just means to put into brackets. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:52|5/11/2021
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Finding The Equation Of A Line Through 2 Points PART 2 | Graphs | Maths | FuseSchool
In this video we are going to look at how to find the equation of a straight line that passes through two given points (coordinates). VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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2:39|8/27/2020
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Crude Oil Fractions & Their Uses | Organic Chemistry | Chemistry | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool Learn the basics about the uses of crude oil fractions. Before watching this video you should watch our video explaining how crude oil is separated into it's different length hydrocarbon fractions by utilising the different boiling points of each hydrocarbon fraction. Fuse School is currently running the Chemistry Journey project - a Chemistry Education project by The Fuse School sponsored by Fuse. These videos can be used in a flipped classroom model or as a revision aid. Be sure to follow our social media for the latest videos and information! Twitter: https://twitter.com/fuseschool Email: info@fuseschool.org Website: www.fuseschool.org This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND
Available in: ENG | SPA | DEU | CAT
4:06|5/24/2020
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Exact Trig Values - Hand Trick | Trigonometry | Maths | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool There are some key angles that have exact values in trigonometry. The ones we need to know are 0, 30, 45, 60 and 90. In this video we will discover one method of remember what these values are - by counting fingers on our hand! In the first part we discovered a different method (constructing a table) which you may prefer. Choose whichever method works best for you. SUBSCRIBE to the FuseSchool channel for many more educational videos. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Follow us: https://alugha.com/FuseSchool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC (View License Deed: http://creativecommons.org/licenses/by-nc/4.0/). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
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4:07|5/21/2020
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Atomic Number & Mass Number | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Atomic Number and Mass Number? How do you recognize both of them? and what are their differences? Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:50|5/14/2021
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Specific Heat Capacity | Matter | Physics | FuseSchool
You might have noticed that if you are trying to boil a lot of water it takes longer than if you only wish to boil a small amount of water. This is all because of something called ‘heat capacity’. Keep watching to learn more. Before we get into the details, it is important to realise that there is a difference between ‘heat’ and ‘temperature’. Temperature is a way of describing how hot or cold an object is and is measured in °C Whereas heat is a form of energy and is measured in Joules (J). The more heat energy transferred to an object, the more its temperature will rise. So heat and temperature are related but are not the same. So what is heat capacity? The heat capacity of a substance is defined as the amount of heat required to raise the temperature of a material by 1oC. However, what’s more useful for us to think about is the specific heat capacity of a substance. This is, as it says in the name, a little more specific. It is the amount of heat required to raise 1 kilogram of a material by 1°C. Different materials have different known specific heat capacities, but we aren't always given a table like this so, we need to know how to calculate specific heat capacities ourselves. We have this equation, which can be written as symbols like this. The energy transferred is the heat energy absorbed or released. This equation can also be rearranged. To work out, the temperature change, subtract the old temperature from a new temperature. Let's have a look at the problem. Pause the video and attempt to calculate the specific heat capacity of lead. How did you get on?the energy transferred is this. The mass is this and the temperature change 10 degrees Celsius because it's this, take away this.Using the rearranged equations substitute in the values and we get a hundred and twenty-eight joules per kilogram Celsius. here is another practice problem, pause the video and attempt to calculate the energy transferred to the LED. did you get it right? We could divide it by 1000 to turn the answer into kilojoules. Notice that the answer is negative this time, it's because we called the LED the temperature change will always be negative if it is being cooled and positive is it being heated. So there you have it. To summarise, specific heat capacity is the amount of energy needed to raise one kilogram of a substance by one degree Celsius.It's helpful because it allows us to work out how much energy we need to heat up or cool down the substance to decide the temperature. To calculate use the following equation. Please like and share our videos with your friends, if you have any question that you want help with, just comment below. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:13|1/10/2021
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Table Of Ordered Pairs: Substitution | Algebra | Maths | FuseSchool
In this video we’re going to look at how to use substitution in equations to generate a table of ordered pairs. Ordered pairs (coordinates) can be used to solve equations, to plot graphs, and so we come across them a lot in Maths. You should already know how to substitute into equations, and how to solve simple equations. We have this relationship y = 3x + 1. The value of ‘y’ depends on what the value of ‘x’ is. So if ‘x’ is 2, then y is 7. This can be written an (2, 7). We can generate a table of values by substituting in different values of 'x' and finding the corresponding 'y' values. Once we've generated a table of values, we can then write out the values as ordered pairs: (0, 1) (1, 4) (2, 7) (3, 10). Always write the ‘x’ value before the ‘y’ value (x, y) and not (y, x). The ‘x’ and ‘y’ are both known as variables, because they aren’t set values. They vary. Even more specifically, we call the ‘x’ the INDEPENDENT variable, because we can choose any value of ‘x’ randomly or independently. But the ‘y’ is known as the ‘DEPENDENT’ variable. Y depends upon the value of ‘x’. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:13|1/8/2021
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Transformations Of Graphs: Translations | Graphs | Maths | FuseSchool
Functions of graphs can be shifted and reflected. In this 2 part video we will look at horizontal and vertical, reflections and translations. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | FRA | ZHO
3:13|1/12/2021
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What Is The pH Scale | Acids, Bases & Alkali's | Chemistry | FuseSchool
Learn the basics about the pH scale, universal indicator and litmus paper. Indicators tells if something is acidic, alkaline or neutral. Indicators are substances that show different colours when they are in acidic or alkaline conditions. Litmus paper is a simple indicator that tells us whether something is acid or alkali. Litmus is red in acids, and blue in alkalis. It comes as red litmus paper and blue litmus paper. Red litmus paper changes colour from red to blue under alkaline conditions, but no change under acidic conditions. Blue litmus paper changes colour from blue to red under acidic conditions, but no change under alkaline conditions. The pH scale and universal indicator can give more information, telling how acidic or alkaline something is. Universal indicator has many different colour changes and so shows us the pH value of the solution. The pH scale runs from 0 to 14, with 0 being extremely acidic, 7 being neutral and 14 being extremely alkaline. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ARA | DEU | SPA | CAT | FRA | ZHO
3:11|1/7/2021
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Group1 As An Example Of Groups In The Periodic Table | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Group 1, as an example of Groups in the periodic table. Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool
Available in: ENG | DEU | CAT | SPA | ARA
2:29|9/12/2020
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Solving Algebraic Fractions | Algebra | Maths | FuseSchool
Algebraic fractions are simply fractions with algebraic expressions either on the top, bottom or both. We treat them in the same way as we would numerical fractions. In part 1 we saw how to simplify, and add and subtract algebraic fractions. We discovered that algebraic fractions follow the same principles as numeric fractions. In this video we’re going to look at how to solve problems involving algebraic fractions. When solving, we could treat them as fractions and make the same denominator to add or subtract. But it’s much easier to cross multiply to get rid of the denominators completely, so this is the method we use in this video. Multiply up one denominator at a time, making sure you multiply every numerator. Do not miss any term out. Multiply EVERYTHING in the question. Quite often when solving algebraic fractions, we end up with quadratics which we need to factorise. This then means we might end up with two different values of x. As always in maths, it’s really good practice to go back and check your answers, but substituting them in. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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3:11|12/16/2020
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What is Homeostasis? | Physiology | Biology | FuseSchool
Homeostasis is a term first defined by Claude Bernard in 1865. It means maintaining a constant internal environment. This is a bit like how our brain works. Sensors all around the body are measuring various things and sending the information back to the brain the brain in does its best to keep all these things stable and constant to keep the body working properly. This is homeostasis, maintaining a constant internal environment. So what kind of things need to be kept constant in the body? Well it's very important to keep our temperature the same at around 37 degrees Celsius. You can find out more about this in the video on temperature regulation. You also need to keep the levels of sugar in the blood constant, along with levels of ions and water. Your blood pressure needs to be carefully monitored along with the amounts of waste in the blood such as carbon dioxide and urea. O.K., so let's say one of these factors goes to high. What is the brain going to do to get it back to normal levels? The answer to that is negative feedback. Negative feedback is the process where the brain uses either hormone or nervous system to send a signal to the part of the body that can rectify the problem. For example, after you eat a meal your blood sugar level increases. This is detected and the pancreas will release a hormone called insulin that causes the sugar to be stored in the liver. Therefore, the blood sugar level returns to normal. Negative feedback is the loop from which the body detects the stimulus, reacts by responding accordingly, and brings the body back to the normal levels. So why is homeostasis so important? Our metabolism, which is all the chemical reactions in our bodies that keep us alive, is controlled by enzymes. These enzymes only work in very specific conditions. If these conditions change, they could stop working and we could die. Luckily all this happens without you having to think about it. If you had to do it yourself you would spend all day and night just trying to keep all these things constant and would have no time to do anything fun like watch videos of cats on the internet. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:34|9/22/2020
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The Urinary System - An Introduction | Physiology | Biology | FuseSchool
The Urinary System - An Introduction | Physiology | Biology | FuseSchool The urinary system is also known as the renal system and consists of the kidneys, the ureters, the bladder and the urethra. Your kidneys are bean shaped organs that are about the same size as a computer mouse. To find your kidneys put your hands on your lower back and slide them up until you feel your ribs. Your kidneys are just behind a layer of muscle there. All your blood flows through your kidneys 400 times a day in order to filter out the waste. Find out more in this video! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This is an Open Educational Resource. If you would like to use the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:46|10/24/2020
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Drawing Electron Configuration Diagrams | Properties of Matter | Chemistry | FuseSchool
Click here to find more videos: https://alugha.com/mysimpleshow Learn the basics about Drawing electron configuration diagrams. Find out more in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool
Available in: ENG | SPA | DEU | CAT | ARA
4:58|5/25/2020
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Coefficient, Constant, Variable & Exponents | Algebra | Maths | FuseSchool
Equations are used everywhere: in computers, business, internet searches, medicine to name a few examples. Which is why we study them a lot in Maths. We have names to describe the different parts: coefficients, variables, constants and exponents. A variable is a symbol for a number we don’t know yet. It is usually a letter. A number on it’s own is called a constant. These are different to the numbers in front of variables: these are called coefficients. They are different to constants, because coefficients always multiply by a variable. A number and a letter is a coefficient and a variable. But a number on it’s own is a constant. If a variable doesn’t have a coefficient in front of it, it means the coefficient is 1. But in algebra we don’t write the 1: 'a' instead of '1a'. Sometimes we can even have letters to represent coefficients: ax + by. Exponents tells us how many times to multiply the value by itself. The exponent has a few different names: exponent, index, power. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
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2:36|9/24/2020
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Solving Simple Equations Using Inspection | Algebra | Maths | FuseSchool
In this video we’re going to look at how we can solve equations using a method called inspection. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
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3:28|3/5/2021
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Making Alcohols By Fermentation & From Ethane | Organic Chemistry | Chemistry | FuseSchool
Learn the basics about how alcohol is made. What are the steps necessary? And, what happens during the process of fermentation? What is Ethene? Find out in this video! This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | SPA | CAT
3:34|2/24/2021
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State Symbols in Chemical Equations | Properties of Matter | Chemistry | FuseSchool
In this video, we will look at the state symbols (s), (l), (g), and (aq) and what they represent in a chemical equation. For equations to be complete, we must also include the state symbol for each reactant and product. There are four possible states, each with their own unique state symbol. Solid – represented by lower case s. Liquid – represented by lower case l. Gas – represented by lower case g. Aqueous, or dissolved in water – represented by lower case aq. This is written after each reactant or product in brackets and in subscript, meaning, a bit lower than the actual text. State symbols represent the state of each reactant and each product in a reaction, and must be included in every chemical equation. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | SPA | CAT | ARA
3:36|3/2/2021
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Circle theorems - Part 1 | Geometry & Measures | Maths for All | FuseSchool
CREDITS Animation & Design: Murray Knox Narration: Lucy Billings Script: Lucy Billings Click here to see more videos: https://alugha.com/FuseSchool In these 3 videos we are going to discover 9 different circle theorems. I’m a big fan of them - they’re like little logic puzzles. Before we get started, you need to know what these words all mean. If you aren’t sure, watch this video first. In this first part, we’re going to look at 4 theorems inside the circle. And then in part 2 and 3 there will be lots of tangents and chords involved. Let’s get going. Here’s the first one… Hopefully you can see that the angle at the centre is double the angle at the circumference. Sometimes this theorem can be a little disguised… See what happens when I move point B around… So, if you see this sort of set-up… remember that the angle at the centre is double the angle at the circumference, even if it doesn’t have the normal “arrowhead” shape. Here’s theorem 2… we have a semi-circle. The angle in a semi-circle is always 90 degrees. So that’s theorem 2. Just make sure that it really is a diameter - so it needs to cross through the centre. By the way - the number doesn’t matter. Theorem 2 isn’t necessarily the semi-circle theorem. This is just the order we’re discovering them in this video. Here’s the next one. We describe this one as “Angles in the same segment are equal”. So, these angles are in the major segment. We can also describe this theorem as angles subtended by the same arc are equal. You may like to remember of it as a bow tie shape, but you do need to use the key words… “segment” or “subtended by the same arc”. You choose which one you think is easier to remember. So, we’re 3 theorems down. Here’s the last one for part 1… It’s got 4 sides… so it must be a quadrilateral. But because it’s inside a circle and all 4 corners, or vertices, are touching the circumference we call it a cyclic quadrilateral. I’m sure you all spotted that the opposite angles add up to 180 degrees. So that’s our fourth theorem... And the important part to remember is that all 4 sides must be touching the circumference for it to be a cyclic quadrilateral. Pause the video, draw or write them all out making sure you use the correct descriptions. So, there are the first 4 theorems. Watch part 2 and 3 to discover another 5, that involve tangents and chords - and take us outside of the circle. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | SPA | ZHO | CAT | DEU | ARA
5:11|5/26/2020
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The Nitrogen Cycle | Environmental Chemistry | Chemistry | FuseSchool
Nitrogen makes up 78% of the air, however neither plants nor animals can take nitrogen directly from the air because nitrogen is so unreactive. The nitrogen cycles shows the movement of nitrogen through the environment. Nitrogen is continually cycled through the air, soil and living things. Plants take up nitrogen compounds as nitrates from the soil. Animals then eat these plants, thus getting their nitrogen. The process of nitrogen in the atmosphere being turned into nitrogen in the soils is called fixing. There are different ways that nitrogen is 'fixed; including nitrogen fixing bacteria in the soil which turns nitrogen from the air into nitrates. Decomposers in the soils break down animal excretion and dead organisms, returning nitrogen back to the soil as ammonia. Lightning can cause chemical reactions in the atmosphere, resulting in nitrogen reacting with oxygen to produce nitrous oxide. Burning fossil fuels also adds nitrous oxide to the atmosphere, resulting in nitric acid, but this is of course not a natural way of nitrogen fixing. Blue-green algae in the ocean also can fix nitrogen. This then provides sources of nitrogen to aquatic animals, and the nitrogen goes around a similar cycle to what happens on land. The Haber Process makes up approximately 30% of nitrogen fixing. Denitrifying bacteria in the soil break down nitrates and return nitrogen back to the air. This reduces the fertility of the soil. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Follow us: http://www.youtube.com/fuseschool Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Transcript: alugha Click here to see more videos: https://alugha.com/FuseSchool
Available in: DEU | ENG | ARA | SPA | CAT
3:32|2/26/2021
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Circle Terminology - Radius Diameter Sector Segment Chord Arc Tangent | Geometry | Math | FuseSchool
Click here to see more videos: https://alugha.com/FuseSchool DESCRIPTION: There are some key words we need to know for circles: radius, circumference, diameter, sector, segment, tangent, chord and arc. In this video we discover what they all mean. The radius is the distance from the centre of a circle to a point on the circle. A diameter is the distance across a circle through its centre point. The circumference is the distance around the edge of a circle. A sector is the part of a circle enclosed by two radii of a circle and their intercepted arc. A pie-shaped part of a circle. A segment is the region between a chord of a circle and its associated arc. A tangent is a line that touches a circle at only one point. A chord is a line that links two points on a circle or curve (it doesn’t have to pass through the centre). An arc is a part of the circumference. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | ZHO | ARA | DEU | SPA
1:25|6/22/2020
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Derive Formulae | Algebra | Maths | FuseSchool
We can derive expressions and equations from sentences, and also we can derive formulae such as area and volumes, or quadratics. In this video, we're going to look at deriving formulae. You are usually given information in a diagram or sentences and asked to "show that". Ignore the "show that" as that is the final answer that we're trying to get to. Use the information given to create an equation, which then usually will need rearranging to get to the 'show that' answer. Take these questions step by step, and do not pay much attention to the "show that" information until the end. If in the question you are told the area for example, then that will be what your equation equals and you need to create an expression to find the area. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool Transcript: alugha
Available in: ENG | CAT | SPA | ARA
3:37|3/6/2021
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Standard Form Calculations | Number | Maths | FuseSchool
In this video we are going to look at how to do calculations with standard form. When adding and subtracting numbers in standard form, we need to write the numbers out into ordinary numbers, do the sum and then turn the answer back into standard form. With multiplication and division we can work it out without writing numbers out in full - it's much quicker. Start by multiplying (or dividing) the first part of each number together (the number that is between 1 and 10). Then for the X10 part we make use of the indices rules. For multiplication we add the powers together and for division we subtract the powers. Much faster than writing the numbers out into ordinary numbers!! The one thing to be careful about with multiplication and division of numbers in standard form is that the final answer is actually in standard form - so the first number has to be between 1 and 10. When you multiply or divide it quite often will be too big or too small, so you need to rewrite this number into correct standard form - at this stage I always think it's easiest to write the number out into an ordinary number and then back into standard form to make sure you don't make a mistake. Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | SPA | ARA | RUS | ZHO
2:57|12/31/2020
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Area Of A Triangle 1/2absinC | Trigonometry | Maths | FuseSchool
The area of a triangle is ½ the base X perpendicular height. If we don’t have the perpendicular height, there is another formula we can use: 1/2absinC which we look at in this video. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | CAT | SPA | ARA | RUS | FRA | ZHO
2:57|11/9/2020
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Food Chains & Food Webs | Ecology & Environment | Biology | FuseSchool
A food chain is a single path, which help us to work out who eats whom in a habitat, in order to get the energy and materials required for nutrition. JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA | RUS | FRA | ZHO
2:55|11/13/2020
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What Is The Carbon Cycle - Part 2 | Environmental Chemistry | Chemistry | FuseSchool
Watch part 2 of the videos on the Carbon Cycle, as a part of environmental chemistry. Mankind has had an influence on the carbon cycle. The carbon dioxide released during respiration is cycled naturally. Same is the case if we burn wood and agricultural waste – even biogas given off from food we throw onto rubbish tips and from sewage works. All this carbon has been recently captured from the atmosphere and we are simply returning it to be used again in the natural cycle. However when we burn fossil fuels the carbon in them has been underground for 100’s of millions of years, and this adds new carbon dioxide to the atmosphere. Part 1: https://alugha.com/videos/63032860-049d-11eb-a512-efce8c4522fd Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind FuseSchool. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | CAT | ARA | SPA | RUS | FRA | ZHO
2:54|11/12/2020
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What Is The Carbon Cycle - Part 1| Environmental Chemistry | Chemistry | FuseSchool
Watch the first part of our Carbon Cycle videos, as part of environmental chemistry. Photosynthesis and respiration help carbon to be cycled in nature by using energy from the sun. As living things grow, they have to build up large polymer molecules from small molecules. Protein comes from joining amino acids together, cellulose and starch from joining sugars, and DNA from the bases, sugar and phosphate. Plants can make these simple molecules from the carbon they capture from photosynthesis with added elements from the minerals that they get from the soil. Animals have to get their molecules ‘ready made’ when they eat plants or other animals - but first they have to break the food polymers back into the small molecules through digestion. This all needs lots of energy. Living things get their energy from respiration. Some of the monomers (often carbohydrates in humans) have to be re-joined with oxygen. The carbon dioxide gets back into the food web through photosynthesis. Part 2: https://alugha.com/videos/7d9649f0-049d-11eb-a2af-39f1a4ff8866 Our teachers and animators come together to make fun & easy-to-understand videos in Chemistry, Biology, Physics, Maths & ICT. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ARA | RUS | CAT | SPA | FRA | ZHO
3:32|11/11/2020
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Periods & Groups In The Periodic Table | Properties of Matter | Chemistry | FuseSchool
Learn the basics about Periods and groups in the periodic table. Groups and periods are two ways of categorizing elements on the periodic table. How do you tell them apart and how do they related to periodic table trends? Find out more in this video! VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Click here to see more videos: https://alugha.com/FuseSchool Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | RUS | ARA | SPA | CAT | FRA | ZHO
2:54|11/7/2020
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What Is Urban Ecology? | Ecology & Environment | Biology | FuseSchool
In this video, we will focus on Urban ecology, which is the study of ecology where humans are abundant and have made significant changes to the local environment, such as cities. Click here to see more videos: https://alugha.com/FuseSchool JOIN our platform at www.fuseschool.org These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA | ZHO | FRA | RUS
2:51|10/21/2020
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What Are Pathogens? | Health | Biology | FuseSchool
A pathogen is a microorganism that can cause disease. Pathogens may be viruses, bacteria, protists or fungi. Examples of bacteria infections are cholera, typhoid, food poisoning and gonorrhoea. Examples of viral infections are the flu (influenza), measles, mumps, the common cold and AIDS. Some common fungal skin conditions are athletes foot and ringworm. Malaria is an example of a protist pathogen. JOIN our platform at www.fuseschool.org Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ZHO | ARA | CAT | SPA | RUS
2:48|10/22/2020
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How Do Fossils Form | Evolution | Biology | FuseSchool
Fossils are the preserved remains of an animal or plant in a rock. Many of the fossils discovered so far are the ancestors of organisms that are alive today. The study of fossils is called paleontology. Much of what we understand about evolution comes from studying fossils. When organisms die, their remains usually break down into nothing. Very occasionally, the right conditions occur and fossils are created. There are different methods in which fossils form. One of these is for a dead organisms to quickly become trapped and buried in sediment. Minerals cause the non-decomposed remains to crytsalise in the process of permineralisation. Another method in which fossils can be created is by the organisms being covered in a non-porous coating such as tree sap (think of amber). VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | ZHO | DEU | ARA | CAT | SPA | FRA | RUS
2:48|10/23/2020
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Expanding Single Brackets | Algebra | Maths | FuseSchool
In algebra expanding brackets means to remove the brackets. In this video we’ll look at how to expand single brackets 2(3x - 4), and in another video we’ll discover how to expand double brackets (x - 5)(x + 3). Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA | ZHO | RUS | FRA
2:47|10/19/2020
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Prime Factorisation To Find HCF & LCM | Numbers | Maths | FuseSchool
We can use prime factorisation to find the highest common factors and lowest common multiples of any number - even large numbers. Before we jump straight in with discovering how, if you aren’t quite sure how to find prime factors, or want a factors and multiples recap - watch these videos first. Click here to see more videos: https://alugha.com/FuseSchool CREDITS Animation & Design: Martin Mukhanu Narration: Lucy Billings Script: Lucy Billings VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Instagram: https://www.instagram.com/fuseschool/ Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This is an Open Educational Resource. If you would like to use the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | ZHO | CAT | SPA | FRA | RUS
2:46|10/14/2020
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Dividing Polynomials By Integers & Monomials | Algebra | Maths | FuseSchool
Dividing a polynomial by an integer or an expression is really just another way of simplifying. There isn’t actually anything new to learn: you just need to be able to simplify numbers (like 20/15 simplifies down to 4/3) and know how to divide with indices (when you divide with indices, you subtract the powers. So x^7 / x^3 = x^4). To divide a polynomial by a number (or integer), there are 3 simple steps to follow: (1) Rewrite the question as a fraction. (2) Split the problem into pieces by writing each term over the denominator. (3) Finish by simplifying each term. EXAMPLE: (8a + 10b - 14) / 2. (1) Rewrite as a fraction (8a + 10b - 14) / 2 (2) Split it up 8a/2 + 10b/2 - 14/2. (3) 8a divided by 2 is 4a. 10b divided by 2 is 5b. And 14 divided by 2 is 7. ANSWER: 4a + 5b - 7. Simple!! We follow the same 3 simple steps for dividing by monomials too (remember that a monomial is an expression with just one variable in). VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | ZHO | CAT | SPA | FRA | RUS
2:43|10/11/2020
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What Are Catalytic Converters | Environment | Chemistry | FuseSchool
CREDITS Animation & Design: Bard Sandemose Script: Simon Faulkner Learn the basics about catalytic converters, as a part of the overall environmental chemistry topic. A catalyst is a substance that causes a reaction to proceed more quickly, without being used up. A catalytic converter accelerates a reaction whereby more favourable products are formed. Carbon monoxide, a highly toxic gas, is released from the incomplete combustion of petrol. Both of these products have the potential to leave the car as exhaust gases. Instead of releasing these products, the catalytic converter would release less harmless gases into the atmosphere. In a catalytic converter, there are two different types of catalyst at work, a reduction catalyst and an oxidation catalyst. Both types consist of a ceramic structure coated with a metal catalyst, usually platinum, rhodium and/or palladium. These metals are usually arranged in a honeycomb arrangement. The honeycomb structure exposes the maximum surface area of catalyst to the exhaust stream, while also minimizing the amount of catalyst required, as these metal catalysts are extremely expensive. Typically cars, nowadays, are fitted with three-way catalytic converters. The reduction catalyst is the first stage of the catalytic converter. It uses platinum and rhodium to help minimise the NOx emissions. When an NO or NO2 molecule contacts the catalyst the catalyst causes the nitrogen-oxygen bond to break, so that an O2 molecule (a harmless product is formed), along with a nitrogen molecule. All of this happens on the surface of the catalyst. The oxidation catalyst is the second stage of the catalytic converter. It oxidises the unburned hydrocarbons and carbon monoxide by burning them over a platinum and palladium catalyst. Finally, the catalytic converter is able to monitor the level of oxygen in the exhaust stream with an oxygen sensor. This sensor is linked to an automatic control system which adjusts the carburetor in order to change the air:fuel ratio. This allows for more or less air to mix with the car's fuel before it enters the cylinders. 'Changing the air-fuel ratio as required ensures that there is just enough oxygen in the exhaust to allow for the oxidation of unburned hydrocarbons and CO. JOIN our platform at www.fuseschool.org This video is part of 'Chemistry for All' - a Chemistry Education project by our Charity Fuse Foundation - the organisation behind The Fuse School. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the Fuse School platform and app: www.fuseschool.org Friend us: http://www.facebook.com/fuseschool Click here to see more videos: https://alugha.com/FuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | CAT | SPA | RUS | ZHO | FRA
2:46|10/9/2020
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What Are Chromosomes | Genetics | Biology | FuseSchool
In the nucleus of each eukaryotic cell, the DNA is packaged together into chromosomes. Each chromosome is made up of DNA that is tightly coiled around proteins that give it the structure. Chromosomes usually occur in pairs, except for gametes (eggs and sperm cells) but the number of chromosomes changes depending upon species. Humans have 23 pairs, elephants have 28 pairs and carrot plants have 9 pairs. Chromosomes are made from long, coiled molecules of DNA known as a double helix. Within this long chain, there are shorter regions that carry the genetic code for particular proteins that are known as genes. Chromosomes carry all of the information that help a cell grow, survive and reproduce. Each chromosome has a centromere, which divides the chromosome into 2 sections, or arms. The location of the centromere on each chromosome is what gives it it’s characteristic shape. The p arm are the short arms, and the q arms are the long arm structure. Chromosomes are made up of DNA and proteins - with the DNA being coiled around the histone proteins that support the structure. Chromosomes are passed from parents to offspring, and play an important role that ensures DNA is copied and distributed accurately in the process of cell division. Chromosomes are not usually visible in the cell’s nucleus, and can only be seen when the cell is dividing. During cell division, the chromosomes are duplicated. We will look at this in more detail in future videos, such as ‘what is mitosis’. When the chromosomes are duplicated, they condense into short structures which can then be stained and observed under a microscope. The centromere holds the duplicated chromosomes together. Duplicated chromosomes are commonly called sister chromatids. Note that one chromosome is just one half, but the X-shape is that duplicated chromosome joined at the centromere. VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org Click here to see more videos: https://alugha.com/FuseSchool
Available in: ENG | DEU | FRA | ZHO | CAT | SPA | ARA | RUS
2:46|10/13/2020
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What is a Reflex Arc | Physiology | Biology | FuseSchool
Our bodies have a system in place which enables us to react really quickly, called reflex reactions. Click here to see more videos: https://alugha.com/FuseSchool VISIT us at www.fuseschool.org, where all of our videos are carefully organised into topics and specific orders, and to see what else we have on offer. Comment, like and share with other learners. You can both ask and answer questions, and teachers will get back to you. These videos can be used in a flipped classroom model or as a revision aid. Twitter: https://twitter.com/fuseSchool Access a deeper Learning Experience in the FuseSchool platform and app: www.fuseschool.org This Open Educational Resource is free of charge, under a Creative Commons License: Attribution-NonCommercial CC BY-NC ( View License Deed: http://creativecommons.org/licenses/by-nc/4.0/ ). You are allowed to download the video for nonprofit, educational use. If you would like to modify the video, please contact us: info@fuseschool.org
Available in: ENG | DEU | ARA | RUS | ZHO | FRA | CAT | SPA
2:35|9/23/2020
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