Pocket Hole Jig India 4d,Small Wood Projects To Sell Road,Rasp Tool Home Depot Font - 2021 Feature
27.06.2020
The students of Grade 6D created an animated video that explained how a vaccine works in our body. A case study of Dr. Hossein Sadrzadeh and the statistical data of the vaccination drive in India was presented. They scrutinized the regulating factors of our world - education, politics along with science and technology. An informative presentation incorporating wholesome statistical data and videos was prepared by the students. It gave the students an opportunity to express their ideas as well their differences with respect to real time versus online learning.
The audience was urged to ponder on the country's attempts to emerge from the socio-economic crisis of the pandemic. Relevant reflective questions were asked and a poll was conducted by students to get a pulse of the audience. The children interviewed a psychologist and a blogger all in an attempt to understand the pros and cons of taking selfies and posting them on social media.
This was done through presentations, where the children expressed their ideas for and against the same. The session was interactive with many questions put forward to the audience. The children concluded that it was good to learn many different skills but it's important to be good at a single skill. The need for global peace and harmony was highlighted.
The students highlighted the intricacies and the ethical viewpoints involved in Human Cloning. The students explained the concept of good time management, it's importance and impact of procrastination by using creative analogies, an interview with a professional and various other activities. This was followed by a video of students role playing a televised debate on whether free speech should be absolute in India Date The laws enacted by the government to protect wildlife were mentioned in the presentation.
The students highlighted the importance of the Marathi language through poems, songs and role play. Dr Mrs Parekh who is the Asst. Professor for Orthopedics at the University of Miami shared valuable inputs from her days at Scottish. The students took charge of the virtual classrooms and presented the best teaching-learning practices adopted by the School in the year with the help of power point presentations, e-posters, engaging activities, and collaborative sessions for parents using breakout rooms.
The logistics for the event was planned efficiently to ensure that every student could articulate and present their learning to the parents.
Student queries were addressed. The girls interacted and discussed their problems without any hesitation and tried to find answers to their queries.
Principal Mrs. George, Senior Academic Coordinator, Mrs. Thomas and the co-ordinators of the various sections hoisted the Indian tricolour in the School, followed by the National Anthem.
After a solemn prayer by the Senior Academic Co-ordinator, Mrs. Thomas, the uplifting hymn, 'O God Our Help In Ages Past', was sung and it brought out the truer meaning and essence of the day like never before. The Principal's allegorical address to the School of the recently played 'Border-Gavaskar Trophy' match where India stood strong while diligently focusing and optimally using resources was a much needed reminder of the influence an Indian can have globally.
The students of Grades 9 and 11 then put together a tribute to the farmers through a very informative presentation on the condition of farmers and how various changes through the years have impacted them.
The panel discussion enhanced the topic while throwing light on the difficulties faced by the farmers on a day-to-day basis. It further inculcated a sense of gratitude towards these warriors as a blessing to the entire nation. The presentation ended with a poignant poem on the plight of our farmers. The event was indeed one that not only prompted us of the significance of the Indian Constitution but also filled us with nostalgia, insight and vigour of a quintessential Republic Day celebration.
It was held on Friday, 18th December from a. The participants were from Grades 6 to The preparations started about ten days prior and different committees were set up for different events. The Public Relations Team comprising the students created a lot of awareness and excitement by preparing e-posters and pamphlets informing everybody about the upcoming fest, and contact details of the different club heads were shared.
Thereafter, discussions commenced, different WhatsApp groups were made and the selection process started. After the selection process was completed, students were assigned the tasks and were asked to prepare for the events accordingly.
All the Scottishites were very excited and the participation was overwhelming. Despite the inhibitions that we had about pulling off such a grand event online, we were amazed as to how smoothly the event was carried out without any glitches. All thanks to the amazing efforts of all the staff, students, and the unwavering support of the Administrative Heads of the School and last, but not the least, our dear parents who are more than willing to do their best for the upliftment and betterment of this great institution.
The Scottish Spotlight was our closing event for the year and it just left all of us feeling grateful and privileged for everything that we have. Integrated Virtual Collaborative Project Objective: Encourage Interdisciplinary approach to learning Promote Critical Thinking, Conflict Resolution, Creativity and Communication Promote general awareness, research and independent learning As a part of the project the middle school students were taken to a virtual tour designed by the school team with the help of various Google apps for education.
They explored the various aspects of the land, the flora, fauna, the physical features, climatic condition, the history and culture.
Various technology features like breakup rooms, Google earth, Google survey forms and Google docs were used for an effective virtual experience, collaboration and discussion.
Academic concepts learned in various subjects including language, science, social science and math were covered through these comprehensive and integrated projects. Through Google Earth, they visited important landmarks of Japan like Mt.
Fuji, the Golden Pavilion etc. They learnt about the flaura, fauna, culture, history, physical features, climatic conditions Japanese method of multiplication and the application of mathematical concepts in baking Matcha Tea Cookies. They were treated to some sumptuous sushi, the famous tea making ceremony and the Japanese school lunch routine through videos.
In the break out rooms, each group had to research, draw parallels and suggest methods of solving some real world problems. They worked in groups to present their findings. It gave them a detailed introduction to life in the windiest continent. The highlight was the virtual treasure hunt of the wonders of Antarctica which was thoroughly enjoyed by the students in the breakout rooms. The students explored the study of plant life and use of greenhouses to grow vegetation.
The students engaged themselves in a hands-on activity and created a terrarium of their own. The students collaborated to present a skit on harmful effects of Global warming on Antarctica and the need to save it.
The students created their own terrarium. ISC results and data on placement of our students after completing ISC was also shared with the parents. This session emphasized the importance of right questioning technique to ensure facilitation in the classroom. The difference between activity based learning and enquiry based learning was also highlighted.
Group discussions in the breakout rooms helped participants in designing EBL lesson plans that can be implemented in our classrooms. The virtual screening of a short film was followed by an interactive activity.
During the webinar officers from Surface Warfare, Pilot, Submarine, Marine Commando and various other branches of the Indian Navy shared their experiences and interacted with the students.
Each parent was given an appointment time with the class teacher, which was strictly adhered to. This Math Wizard had four rounds that focused on speed, accuracy and the application of various mathematical concepts. On 10th November the KG Section celebrated the traditional day to bring in the festive spirit and mark the end of term.
The primary focus of this session was to bring out the meaning of these two contradicting proverbs and how each one stands true depending on the situation. Relevance and tips on time management were also discussed. Date: 27th November Grade : 11A Topic : Pending Justice This presentation provided detailed information along with statistics and graphs on various pending cases in various courts and the reasons for the delay in justice.
He patiently answered audience questions related to this topic. The primary focus of this session was to bring awareness about how easy access to information and technology is influencing our everyday lives by restricting intellectual growth and creativity. It included discussion on plagiarism and copyright laws.
The use of algorithms to keep users hooked on to social media platforms flitting from one app to another was highlighted. Tips to ensure healthy social media balance was shared. Student Enrichment Programme: A number of informative online sessions were organized for the students of Grades 9 to University representatives shared the admission procedures, academic offerings, opportunities and available career supports available to students.
Emerging careers in the rapidly changing world and preparation for the careers of the future were also discussed. The session provided an insight on how applications are reviewed by admission officers, introduction to the US higher education system, types of scholarships and how students can reduce the cost of their Bachelor's Degree in the US.
This was followed by a question and answer session. Name of the Event: U. George and the University Guidance Counsellor, Mrs. Mohta, given the current situation during the pandemic, requiring everyone to adapt and grow around its safe isolation.
The focus was on making certain that the students were coping with the drastic changes in the environment and the effective management of time during the lockdown. The forthcoming examinations were also highlighted and students were advised to devote their time towards serious exam preparation.
In addition, detailed comparisons on how these Boards prepare students for competitive entrance exams and programmes at the Undergraduate level was put across on the basis of the scheme of studies, syllabus and curriculum. The interaction ended with a question and answer session. The students were addressed on the topic, 'To leverage your sports skills to study in your dream college abroad.
He shared his thoughts and experiences as an advocate and all queries of the students were answered which made it a very fruitful session. All participants of the four Houses competed with fervour and zest while showcasing their brilliance. Their youthful vigour and omnipresent knowledge was evident throughout.
It was a very informative and enriching competition for the participants as well as the audience. KG -Grade 12 Description: In keeping with the 'Hindi Diwas' celebrations, the School Assembly turned into a virtual collage of information, song and poetry which emphasized the historical and cultural significance of the Hindi Language.
The sessions were incredibly interactive and not only kept the students engaged but also helped the students explore core skills like critical thinking, creativity, collaboration, communication and problem-solving.
In a nutshell, the importance of setting achievable, realistic, time bound goals and its demonstration through simple effective exercises on how goals improve performance were highlighted through these sessions. An interview of Mrs. Each parent was given an appointed time with the class teacher, which was strictly adhered to. To ensure efficient use of time and constructive feedback, the class teachers had prepared an anecdotal record of every student with the help of the inputs from subject teachers.
The planning and the seamless execution of the virtual PTM was appreciated by the parents. V Bhuta Highlights: This session dealt with handling theories of inclusion, participation, disability and identifying vulnerabilities i. The role of educators in inclusive systems and providing better-quality education for all the children that is instrumental in changing the discriminatory attitudes were other areas that were highlighted.
S Panicker Highlights: The workshop was facilitated by Ms. Sadhvi and Ms. Bakul Dua. The focus lay primarily on understanding 'trauma' and its effects on children and adults. Different behavioural changes that children may exhibit after undergoing a traumatic experience, early recognition and understanding of these patterns, techniques of implementation while interacting with traumatized children, 'never shame the child - it's not his or her fault and the sandwich technique of feedback were of some of the points that were elaborated.
Chetna Duggal and Project Coordinator Ms. Lamia Bagasrawala put across different strategies for building resilience in order to outlive the problem of the COVID pandemic. Methods of strengthening core life skills, developing personal relationships and learning how to develop accountable discipline, good behavior and support were some of the thoughts shared. In addition, a discussion on how the School has been impacted as an ecosystem and various challenges faced by students was pursued.
Douglas Butler Attended by: Ms. M Hill,Ms. B Nadar, Ms. B Rajakrishnan,Mr. A Kanade Highlights: The workshop was an overview of Autograph 5, a software program that included a tour of the page types, standard and advanced levels, onscreen keyboard, and menu and toolbar settings. It featured different areas of mathematics and aimed at covering several topics such as Number, Shape, Algebra and Data.
A Uppal, Ms. M Wakeman, Ms. A Rajgarhi Highlights: The curriculum was geared at building mental health awareness among children from Grades 1 to The modules were well crafted, exhaustive and covered sensitive and significant topics like bullying, gender stereotypes, fostering empathy, dealing with self-harm or suicidal thoughts.
The two interviews with Ms. Peerzada, the ISC Psychology teacher and Psychologist, Ms Husna Vanjara, a parent and ex-scottishite, stressed on the need of positive affirmations, the benefit of prayer, talking to people who care, taking charge of your health and most importantly mental health being closely related to physical health during this time.
The class also addressed online bullying that is rampant with teachers and students in the digital space. The roles played by Biology and upbringing in the determination of gender and how individuals perceive themselves were clearly stated.
An eye-opening survey was conducted among Grade 9 students and their families that provided a check on the sensitivity and reaction of people towards this community. The debate that sparked revealed the maturity with which students look forward to accepting people who are different and want a change in society. Description: Grade 7A presented an age appropriate topic 'I am Enough' in order to sensitise the students to bullying, ill effects of body shaming, colour based discrimination and its negative impact on the emotional and mental well-being of every individual.
The floor was then left open for a discussion aimed at destigmatisation. The humanitarian perspective of the community reaching out to the affected and the underprivileged was well garnered. A question and answer round brought the session to a well-deserved closure.
This highly informative and interactive session was commendably planned and managed by the students. Date: 23rd September Grade: Grade 9C Topic: Normalising Abortion in India Description: Grade 9C handled the topic with utmost sensitivity while building the required awareness on the methods of abortion and adding a religious view along with what the law states.
Dimple Chudgar addressed the ethical issue seen from a medical perspective through a very informative question and answer session. Additionally, the emotional well-being of women who have aborted their foetuses and female foeticide was discussed.
The interaction highlighted the impact on women all over the country as victims of social cruelty and ignorance. The online session was backed by a prior survey on students' usage of social media and their take on the entertainment industry.
The pros and cons of various fields of entertainment such as Gaming, Live Streaming, Bollywood and Social Media were portrayed. Date: 16th September Grade: Grade 9A Topic: How countries use propaganda to influence their citizens Description: Grade 9A presented the topic using the examples of North Korea, the USA and India, pertinent to how the media is used to filter information and exert government control over public opinion.
Around delegates from Grades 8 to 12 from 37 schools in India and abroad engaged in constructive debate across 8 committees. Another first was the 'Night Crisis Cabinet' that was conducted. The Conference thus provided an enthralling and enriching experience for first timers as well as experienced delegates.
KG - Grade 12 Description: At the 74th Independence Day celebration, the entire School was knitted together into a heartwarming virtual celebration.
The nostalgia was heightened with the YouTube live streaming of the flag-hoisting on the school campus by the Principal, Mrs. George, which was followed by a solemn prayer service led by Mrs. S Thomas [Senior Academic Coordinator]. The Principal then addressed the students on the significance of inculcating high integrity and not succumbing to temptation. A poignant audio-visual recital of the poem 'Where the Mind is without Fear' was performed by the students of Grade Nester Dabre on the saxophone.
Date: 18th June Workshop: Help students to get better grades in English Conducted by: Dr Elaine Higgleton, International Publisher for Collins Learning UK Attended by: English Teachers of Grades 6 to 9 Highlights: The session laid emphasis on how students can work on achieving better grades based on the recognition of their individual learning strategy and improvising it.
Talk shows, role play and debates were used to discuss the impact of demonetization, introduction of GST, job-creation, Chinese domination of the world economy, effectiveness of 'Make in India', the monopoly of giant players, strategies that can promote small enterprise, impact of the pandemic. Is printing currency a good way to finance deficit? India readiness to boycott Chinese goods.
George, was the purpose and methodology of the conduction of the sessions of Perspective 0. They exchanged conventional delicacies with each other which they carried in their snack boxes. Group stage performances such as Dramebaaz and Soft-Sell were held. The topics for these events were designated on the spot and the students were given a stipulated time frame to work and deliver a unique stage performance.
Several other interesting stage performances such as Word-up Human Scrabble , Showbiz and Step In were conducted, where the children presented their talent with great joy and enthusiasm. Individual creative activities were also conducted in the classrooms, where every child was encouraged to unlock their hidden potential.
The students enjoyed creating new and innovative articles. They also participated in two activities based on their interest from the given 25 activities. The best were awarded certificates and all took home with them sweet memories. Parents were permitted to watch the performances of their wards.
He ably took the salute and encouraged the participating athletes in his address to the gathering. The March Past was a well-co-ordinated proceeding with all the Houses marching to the tunes played by the School Band. The students of Grade 6 put up an exciting display of zumba moves with pom-poms.
The overall Champions Girls was the Catherine House. Topic: Grandparents Day Grandparents' day saw a large number and a motley crowd of some young and some older grandparents trooping into their grandchild's class for a visit.
The students sang a song and gifted cards to felicitate their beloved grandparents. Many wrote messages for their grandchildren which were read out later in class by their teachers. Topic: KG. Disbelief and delight was written large on the faces of the little ones as they sang and danced with incessant enthusiasm to celebrate the blessed festival. The Annual Concert this year was divided into 3 shows. The audience witnessed a variety of traditional and folk art forms both Indian and Western, like Kalaripaittu, a martial art form of Kerala and some original compositions like the Choral Recitation on the history of Bombay Scottish School.
A team of teachers and students conceptualised, researched and scripted the performances. The Concert sent out a message on the effects of climate change and urged the audience to take relevant steps to prevent global warming. Members of the Committee of Management graced the Concert.
This was followed by games and dance. A sumptuous dinner awaited them thereafter. The students were taken down memory lane through a video portraying the last two years they had spent together. The students were handed over their mementos and report cards at the end of the function.
The teachers bid them farewell with blessings and best wishes. Parents were also informed about the School working in shifts on account of the restoration work of the School building to be undertaken shortly. Concerns raised by the parents regarding the issues were addressed by the Principal. The subject teacher experts gave the parents a complete perspective of the syllabus, curriculum, and the future career options available to the students.
Sports The much awaited event, the KG Sports saw a myriad of races interlaced with fun activities. It was held on the School grounds. Children ran with enthusiasm to try and win the coveted medals. All of them were winners as they ran with sportsmanship spirit and were awarded a cap with the School logo.
The event commenced with the March Past by Grade 5 students. After a solemn Lamp lighting ceremony and prayer service. The valedictorians of the batch Aditya Choudhary and Sanjana Runwal shared their thoughts with the audience. The students were dressed in their ethnic best and danced their hearts away. The evening ended with the receipt of their mementos while enjoying the South Indian delicacies organised for them.
It was also the 25th anniversary of the Batch of who showed up in large numbers. They actively interacted with the students who prepared models and brain teasers which centred around topics taught in class. Parents were also entertained with engaging skits in Hindi or English which filled their hearts with joy. The students enjoyed decorating their classrooms and putting their best foot forward to enthral their parents.
This momentous occasion was celebrated with a special prayer service led by Rev Susheel Sumitra. We welcomed in our midst Ms Nim Gholkar, batch of who is now an author and renowned motivational speaker and Success Coach based in Sydney, Australia.
Ms Nim Gholkar spoke fondly of her years at Scottish and gave the students many valuable tips to take them through life. Her love for stories was born during her years at School, where she enjoyed writing essays and short stories.
She firmly believes that the habits of discipline and attention to detail, which she learned at Bombay Scottish School all those years ago have truly helped her in her journey as an author and motivational speaker.
The day continued with fun-filled matches in football, basketball and throwball between ex-students and present students. The highlight of the morning was the breath-taking performances of the Houses at the Inter-House Dance Competition Nritya. The day ended on a good note, with the Alumni presenting gifts to the Staff. Each of the Houses were given unique props which they made the hero of their dance. The Green House emerged victorious.
They put across the findings of the survey they conducted of gauging their fellow peers' choice of TV shows. The growing popularity of alternate distribution channels for video streaming such as Amazon Prime and Netflix was also highlighted. They depicted an action packed day portraying the sacrifices made by the police on a daily basis to provide us with the necessary security.
The survey conducted and the interviews taken from the police personnel, ranging from the lowest rank to the DIG level, provided information on the requirements for joining the police force, their living conditions, duties etc. A Power Point Presentation with very apt images highlighted the different emotions and brought out the joys, concerns and the responsibilities placed on the shoulders of young teenagers.
The Principal addressed the students on the importance of self-worth and ways to build positive self-image. The students were trained to differentiate between the humane and addictive designer features of popular apps used and various ways to deal with media addiction was also discussed.
It aimed at understanding the usage of the mobile phone and other gadgets by people among different age groups and the impact it has on an individual's personal and family life.
A video documentary prepared by the students provided glimpses of the initiatives that students could undertake to make our planet a better place. The Principal further reinforced the concept of discussing Stephen Coney's time management matrix. They were briefed on the seven steps of CPR via various video clippings. The workshop created awareness about the various aspects of cyber security like creating a digital footprint, how to create a strong password and how to avoid cyber bullying.
Various changes that teenagers undergo during adolescence was addressed and an interactive question-answer session was also conducted. The objective was to make the students aware that the beliefs they carry, are like a pair of glasses. Clear glasses help you see the world around as it is; but foggy glasses create distorted and sometimes completely warped images.
The workshop was interactive and activity based. The students were addressed on emphasising the need to reuse and recycle. The focus was to recycle paper. Our students were made to realise that even a small project like this creates a huge impact and will also be a contributing factor to save our environment.
They studied various Avengers like Hulk, Ironman and Thor and were even shown the different suits worn by these agents and the qualities displayed by them. They were given hands on training through various simulated games.
During the session, morals like team work and victory of good over evil were emphasised. The visit culminated with a game and students becoming agents themselves. Pupils participated along with the village children in a 3km Marathon to create awareness about the need for clean drinking water. Students had a unique Village Immersion escapade through a first-hand experience of rural life.
The students were treated to a typical village lunch post where they did a Scavenger Hunt which gave them ample opportunities to interact with the villagers. Stationery items were distributed.
Shahpur Block The students visited the manufacturing unit and were acquainted with the process of the manufacturing of ayurvedic medicines. They also understood the 4P's of marketing applicable to the unit and the challenges faced by the ayurvedic pharmaceutical unit in order to survive the competitive market. The hands-on-experience of making their own rain water harvesting model and eco city models, filtration tanks and feeding domesticated animals helped them to understand its importance.
They appreciated how the 20 acres of land was developed and maintained with zero waste. It is an example that metropolitan cities need to follow for a better future with sustainability as the key. The camp developed a feeling of oneness while giving them the opportunity to understand the importance of empathy.
Through adventure activities, team games and an enthralling nature walk along the riverside gave the Guides a deeper knowledge of the essence of guiding. The Guides participated in the campfire that was organised and also enacted skits. The interaction between the blind at NAB and our students left the latter in an emotional state. They were able to empathize and understand the life and living conditions of the elderly people struggling to cope with aging problems.
The Chikki Factory and Bailey Factory visit enlightened the students into the making of an edible and non-edible product. Forganic farms showcased the various ways of organic growing of plants and trees, in turn highlighting the distinction in the growth of different plants and trees. The visit to Gram Sanskruti Udyan Village Park, a mock village of Maharashtra gave them an insight into the typical village life of Maharashtra.
The Aga Khan Palace provided valuable information about Gandhiji's life and his contribution to India's freedom struggle. Hindi skits based on the life of Mahatma Gandhi were enacted by students.
They visited the village School and entertained the students with a song, koli dance, skit and choral recitation. During their visit to the Parle G factory, they were informed about the variety of Parle products, the making of biscuits and distribution of their favourite Parle G biscuits and other products through an audio-visual.
They were treated to freshly baked biscuits at the end of their visit. The visit to the Durshet Forest Reserve kept the students engaged as they eagerly observed the vegetation during a nature trail and also indulged in adventure activities like the rope bridge and archery.
They enjoyed doing the projects and the learning process took place in a different set up away from School. Each zone was assigned a task and objectives to follow like soilless cultivation, hibiscus and onion plantation, scare-crow making and poster making. The students were given opportunities to earn credits bit coins which they later traded for vegetables at the farm during these activities. They further learnt about organic farming and vermicomposting, recycling paper and handmade paper, making tiaras from flowers and terrariums.
The students also visited a cow shed and a biogas plant. They learnt life values, social skills and team work. They visited an aquarium and a dinosaur park. The students learnt about species of fish and the different types of dinosaurs. They enjoyed themselves on numerous rides, roller coasters, dashing cars, swing boats and the Ferris Wheel.
Each group was given a list of clues and letter cards. According to the clues given they had to form ten words. It was a challenging activity and children enjoyed doing it. Instead of cooking it, they painted it and let it dry for 2 days. The result was colourful pasta which was then strung together to make a necklace to carry home. KG children were shown an audio visual on how to save water, its uses and how to use it wisely, not only at school but also at home.
The children also learnt a poem called Save water! KG The children palm printed to create the bright green trees of our rainforest and coloured the animals and creatures which brought the rainforest to life. Seeing live monsoon creatures was cherry on the cake.
Another fun filled day for the students started off with a visit to the rainforest followed by a power point presentation and an audio visual.
The children were thrilled to see the beautiful colours of the birds, animals and the trees found in the rainforest. The scarlet macaw and the red eyed frog got them fascinated. KG Topic: Introduction of letter R R words were used in the script to introduce letter R to the children in a creative way.
Rudolph the Red Nose Reindeer enthralled the children with his adventures on a holiday through a puppet show story. KG Winter season The week started with Frosty the Snowman introducing the winter season in each class.
Clues were given by Frosty and the children had to crack the clues to play the quiz, thereby learning the various winter sports,festivals,food and clothes. KG Winter season The children were absolutely enthralled to see the winter animals come alive through the Puppet show - One winters day, wherein the animals taught the children, values of kindness and compassion, and their behaviour in winter, through migration, adaption and hibernation.
KG Winter season Our budding storytellers were encouraged to read the sight words through the game read and feed the bear. But our bear could swallow only those words which the children could read on their own. One could not help but notice the happiness on the children's faces as they read and fed the hungry bear. The week culminated as our little math wizards walked the penguin walk and huddled together in a sequence of in the given time.
Their squeals of laughter, while playing the game, could be heard outside the classroom. The students had fun making their own sandwiches and eating them. The students understood the importance of assembling a healthy meal and eating it too. Donning caps and with a jaunty step they carefully followed traffic rules to cross the road.
Students played hopscotch, saw the various summer plants growing in the park and coloured a worksheet on what they saw at the park. The students had to design a travel brochure for these states and include details like important landmarks, food, culture and special tourist attraction. They were advised to carry the message of a silent peaceful Diwali and reduce noise and smoke pollution. An audio visual on safety measures to be adopted was shown.
Dancing on folk songs. A simulation game of train travel was played. The puppet show had them enthralled and they went back to class happily to write the number on their slates. Thereafter, the children had a healthy discussion in class on safety rules in school, at home and while visiting a mall.
Emergency contact person - A story on Importance of knowing one's emergency contact person and phone number drove the point home with the children. And came up with solutions on how to save themselves Body safety PPT was shown to the children which reinforced the concept of protection oneself and having a network of trusted adults to confide in.
A worksheet on - Who do I tell? KG Cultural awareness Ganesh festival. Children discussed the joys of celebrating a festival. They also displayed awareness of having eco friendly idols and controlling noise pollution and not polluting the sea in the classroom discussion.
The joy on the childrens faces and their laughter filled the Gamaliel Hall, as they moved their shoulders and danced as the puppet was being strung along in the puppet theatre.
The children were also given an opportunity to hold and get a feel of moving the katputlis. Using their UNO cards they answered them. Students learn best by being involved in the learning process. Keeping this in mind, students constructed their own unique geometrical figure to find the relationship between pairs of angles using toothpicks. Milk and cream, 2. Pure water from salt water, 3. Grain and husk 4. Broken particles of grains from flour and 5.
Sand and water. This will surely enable students apply this knowledge to various mixtures seen in daily life. This set them thinking on the benefits of proper town planning. Causes of pollution of water bodies in Mumbai and preventive measures were highlighted to make the children responsible for the wellbeing of the city. Every day, the students record a good deed done on chits of paper and at the end of two weeks come together as a class and put it up on their class board in the form of a tree.
Students thus learn the impact of good deeds on themselves and those around them. Their usefulness or the harm caused by them was illustrated by the groups in the form of a poster.
They were sensitized about the harmful effects of firecrackers. The student learns to represent electrovalent compounds in a fun and interesting manner. The School which is truly their pride, was introduced to them with help of Sam and Mother Puppets.
The children learnt about the History of their School, location, School flag and motto, School magazine and the Principal. Sarvepalli Radhakrishnan. The children learnt about the significance of 5th September celebrated as Teacher's Day in India.
A Teacher, takes a hand and touches a Heart. Don't we all agree? KG My School The children got reintroduced to their school as they took a walk with their teachers. The children got a peek into the exciting world of experiments as they visited the School Laboratories, they said hello to the North block, South block as well as their own play castle the Heritage block, the iconic Banyan tree looked down upon them as they tip toed around it, The Mackay, Andrew and the Gamaliel Halls held their head high as the kindergarteners passed them, the children learnt about the Principal's office, the 4 gates which provide them with safety and security and finally ended their walk with the fascinating world of books, The Bombay Scottish Library.
The excitement on the children's faces was noteworthy. Students learnt to collaborate as a group online and also developed a deeper understanding of the disorders of the heart.
They then wrote the properties of each shape including the number of sides and vertices. They did this to further Woodworking Pocket Hole Jig Yang their understanding of the lesson, ' The Capturing of the Iron Man'.
This was followed by the Hindi Elocution Competition for Grades 1 to 5. They, then, went on to create their own creative version of the National Anthem in lines and presented the same to their class.
Students revisited concepts on Health and Hygiene. They, then,went on to solve a colouful worksheet on the same. It was heartening to watch students move from home group to expert group to learn and teach each other.
In class, they collated this information to create a colourful and informative chart. They compared the different examples and their characteristics. The jigsaw method was used and the students worked as a team to learn the components of the ecosystem. The students are also sensitized to the need for conservation. They were also provided an insight into waste management and the steps taken to minimize pollution.
The visit concluded by the students tasting the freshly baked cookies. The group then put the words together to make a sentence. Grade 1 Card for Grandparents Children made a lovely card and wrote a message for their grandparents. Grade 2 Young Authors Children were given 6 sentences of a story. They arranged them in the correct sequence,gave an appropriate title and end to the story. KG A celebrating the Red day. Students came dressed in Red colour T-shirts and were super excited to see their class done up with Red colour all around.
As part of the gallery walk, they welcomed the other classes with a lot of enthusiasm and taught them a Red colour song. Dressed up in bright yellow dress the children enjoyed various display of yellow objects around the classroom.
They enjoyed their sumptuous yellow meal like dhokla , boiled corn, yellow puri , poha and showcased the yellow tiffin box to the other classes too.
Jr KG-C displayed the green colour theme by wearing green tops and the classroom was decorated with green items on the board and mobile hangings. This was followed by a Hoolahoop game whereby children enjoyed jumping through them with music. They went into the Blue class and saw a display of many Blue articles.
They could hold back themselves and were overwhelmed to meet with the visitors from Blue Land "Baby Blue and Bubble Blue" The students left after making a promise to do all they can to to save their precious Blue Planet -Earth. The class was decorated with dupattas of the same colours and objects as well.
A dance session with the colour song had all grooving to the music. The children were taught to identify the gates for evacuation. They walked in an orderly manner and lined up in their allocated safe zone.
Children were taught the correct way to cross the road and to follow the safety and signal rules. They enthusiastically recited the road safety poem while dramatizing the zebra crossing in the road scene created by the teachers in the activity room. The road safety Power Point Presentation shown to the children cemented the safety rules in the little ones to last for a life time. The children were asked to mix these in water and note their observations.
They were thus able to differentiate between soluble and insoluble substances. They learned to work as a team and nuances of live sports commentary. Teacher demonstrated attraction and repulsion of magnets with the help of ring magnets and a stand. The students were ecstatic on observing repulsion in the form of levitation. The demonstration drove home the idea of repulsion being exhibited by like poles only.
The student were also asked to narrate his experience on being a rescuer or rescued. The students further explored the various arenas like home,school, workplace etc. Students deciphered the information provided in the case study to list out the causes, effects and provided steps to control it.
Each group was given different set of positive and negative radicals and they worked as a team to develop molecular formulas using the valency cards. Sivaranjani Viswanathan from 11A was awarded Best Illustrator. How to avoid common mistakes which included; too many animations, too much written data, not enough contrast between background and written text.
Linking of media files with the presentation : This was demonstrated by inserting video or audio files, by hyperlinking video or audio files. Teachers deal with those problems on a one-on-one basis deepening understanding of the topic.
It is taken further by worksheets or exercises done in class. It aids in clarification of thought and in application, too. Can be used through a spectrum of subjects and include concept maps, mind maps and flow charts. It helps them develop leadership skills.
They express concepts, ideas, facts with clarity. Teachers can easily assess the class and evaluate the extent of their understanding. It helps those who are shy to also contribute to the learning process. Everyone's voice is heard. They learn to defend their opinions and take a stand in a larger group.
It is ideal for analytical thinking and higher order questions. They share material with others, enhancing their own learning and also listening to the other members in the group who have studied other aspects of the topic. It improves team work, communication skills and encourages peer learning.
Ubale ,Ms. Khandwani, Ms M. Fernandes Ms. It appeals to the gaming instinct in children and makes testing effortless with the results declared immediately. It gives the teacher a quick round- up of the performance of her class.
The presentation was a live demo that brought out the competitive spirit of the staff. They represented these areas using colourful Pocket Hole Jig Online India Jobs symbols. Dates: 11th and 12th July Activity : Poetry Writing Students were given different topics based on nature. They were made to compose a poem of 4 to 5 lines on the spot in class. The students enjoyed adding rhyme scheme and descriptive words to add a lively touch to their composition.
Students provided informative stategies to reduce global warming. They suggested ways in which they as students can contribute to tackle the problem. The heavy rains added to the excitement , after a sumptuous lunch the group returned early due to inclement weather and the threat of high tides. Students enthusiastically responded to the guidance provided at the workshop. KG students trotted around the School to be familiar with various areas in their School compound.
They visited the Principal's office, the School office, the Sick room, St. Andrew's Hall, Basketball Court, the Senior School classes, dispersal gates like Gate 1 and 4 which are used for bus dispersal and Gate 3 used for Parent's line.
They say that their best experience was visiting The Principal's Office and meeting our Principal. It was an exciting tour for our little ones. A puppet show for the same was organised in the St. Andrew's Hall. They watched wide eyed and mouths open, as the oft heard story come to life in puppet form.
They experienced firsthand, how important our Senses are in daily life. Sense of touch saw soft cotton, smooth satin, rough sandpaper and even bumpy objects. Our world full of colours was enjoyed through our sense of sight. The hearing station was exciting with various musical instruments and even a Jal Tarang. We had many students sniffing eagerly at the soaps, coffee, lemon slices and flowers among others to distinguish their sense of smell.
The tasting session had enthusiastic ones trying bitter gourd and lemon slices along with sweet jaggery and salty chips. Date: 2nd August Activity : My favourite things A worksheet, labeled 'These are a few of my favourite things' was sent home.
Children were asked to draw, colour and label or stick a picture of their favourite things like colour, animal, food, toy and sport. This led to an interactive discussion at home with Parents and in class with the Teachers. These were displayed in class for the Parent Teacher Meeting. The first half was asked to pick flashcards of the Singular Words. The other half was asked to pick flashcards with the Plural words. The children were then asked to move around the class and find their partner to match the Singular word with their Plural.
Date: 9th August Activity : Move and Freeze The children danced to the music played for them with actions. Children picked up packets of food items,identified them and put it in the correct basket. Grade 2 Date: 8th August Activity: Guess the House The children were asked to pick the flash card having the number shown on the board.
The child having the number with the underlined digit announced the place value aloud. Date : 9th August Activity: My favourite fruit During the fruit break the children were asked to speak about their favourite fruit. The benefits, colour, texture,seeds and why they liked that fruit the most.
Children from roll numbers 1 to 20 stood on the outer circle. Children with even roll numbers were asked to jump into the inner circle. They did different actions when the music was played. Grade 3 Date : 16th July Activity : Character Sketch The Children were made to discuss the main characters from the lesson 'Arachne' and jot down the qualities associated with these characters. While doing this they learnt how to write a character sketch.
Through this the students also learnt the qualities associated with a good human being. Date: 17th July Activity : Snakes and Ladders Based on the game of snakes and ladders put up on the interwrite board, the concepts of addition and subtraction were reinforced. Date: 18th July Activity : Transport and its impact on the environment Students were shown a video of different modes of transport.
The students were encouraged to think and discuss the various pros and cons of different types of transport. Thus coming to the conclusion that eco-friendly vehicles are the need of the hour. Date: 23rd July Activity : Swachh Bharat Abhiyan During this activity, the students were asked to clean their classroom and surroundings. This was done to inculcate the habit of cleanliness and to contribute to India's largest cleanliness mission 'Swachh Bharat Abhiyan'.
Grade 4 Dates: 8th to 10th July Activity : Never give up Each child shared his or her own experience of a difficult situation. They spoke about how they worked through the situation and did not give up till they found a suitable solution.
Thus enacting the idea conveyed by the poem 'Koshish Karne wallo ki kabhi har nahi hoti' Dates: 9th and 10th July Activity : Building a digestive system The children worked with different coloured clay to create the different parts of the human digestive systems.
While doing so they learnt the functioning of the digestive system. Dates : 15th to 19th July Activity : Role Play on Forgiveness Students were made to understand the importance of forgiveness through a role play. Each group created their own story on forgiveness and enacted it in their own unique style. Date: 19th July Activity : Creating a Time Line The students were asked to create a timeline tracing the major events of their lives in chronological order.
They had to include one memorable event for each year. Grade 5 Date : 5th July Activity : Angular Math The children constructed different types of angles using toothpicks to learn the various properties of an angle. Date : 8th July Activity : Newspaper Activity The children were divided into groups and each group was given a newspaper.
They had to scan it for an interesting article and then pick the adjectives from it. Children were encouraged to observe how the adjectives helped to make the article interesting. Date: 12th July Activity : Healthy Snacks The children were divided into groups and each group was asked to make a healthy snack. They were then asked to share the recipe with the rest of the class, in Hindi.
This activity was done to bring out the message given by the lesson, 'Sambhav ki Bhool' Grade 6 Date: 27th June Activity : Internet Minute Students find Math more meaningful and relevant when they can use their Mathethematical skills to better understand and analyse current events.
Dates: 7th and 8th July Activity : Good Habits Students presented short skits in Marathi on topics like- littering, good eating habits, study habitsand good manners. They understood the value of inculcating good habits in their lives.
Dates: 25th and 26th July Activity : Innovative Flag Children worked in groups to create innovative flags. They then presentaed the same to their classmates in Marathi, emphazing the importance of the symbols and colours used in their flag.
Dates: 16th to 19th August Activity : Elements and Compounds Subject : Science Students were asked to get clay and toothpicks to class. They then made simple 'Ball and Stick models' to understand the concept of elements and compounds. They enjoyed the process of moulding different colours of clay and working in groups to make molecules and compounds. They also addressed certain general issues like sanitation, education, health etc through role play.
They then made a brochure of a Cell City depicting the location, function of each cell organelle and comparing them to some daily life strcuctures such as a post office, power house etc.
Students interpreted the functions of the cell organelles by associating them with everyday life processes. Date: 17th July Activity : Blow the Balloon Subject: Chemistry Students were asked to get simple materials like balloon,, vinegar and baking powder.
They conducted the experiment in groups and recorded their observations. Students developed skills such as working in groups and reasoning.
They enjoyed working like little scientists to conduct these experiments. Dates: 17th and 18th July Activity : Mumbai - Aamchi Shaan A colourful chart depicting various tourist and places of historical importance was created by the students. The students then presented their chart in Marathi to their classmates. They had to pick one word and weave an interesting mystery story around it and present it to the class.
Students developed the skill to think out of the box and come up with engaging plots. Dates: 16th to 19th August Activity : Density Gradient Pocket Hole Jig Online India 01 Subject: Physics Student was asked to get liquids like oil,detergent,milk etc. They created a density gradient in class.
This experiment helped them understand the concept of density. They also developed skills like team work and scientific temper. Grade 8 Dates: 26th and 27th June Activity : Mirror Images The abstract concept of reflection was done hands on in class using plane mirrors. The students worked in pairs and recorded their observations Date: 5th July Activity: Know your matter A group activity was done to learn the characteristics of matter.
Students used common materials like gems,mouthwash, milk,detergentetc. Date: 5th July Activity: Save the Endangered Species Colourful posters with interesting facts were made by the students to create awareness about various endangered species on our planet. Date: 10th July Activity: Fractional Pizza Students learned the concept of rational numbers in an interesting manner using colourful materials. They took weekly selfies to record the growth of their plant.
After 5 weeks they brought the plant to school along with the selfies clicked and made a poster. They developed a sense of responsibility as they had to nuture their plants and protect it from external factors. The freedom struggle and our National heroes were introduced through video, to make students aware of how much we owe them and their sacrifice for a free India.
They coloured flags which were displayed in class. Sr KG students coloured a paper cap with the Indian flag colours and wore it on the way home with pride in their heart and a jaunt in their step. They marched and sang the National Anthem. They were shown a video of India's freedom struggle and a PowerPoint Presentation of our National symbols and their importance for our country.
They also learnt the poem - Our flag has 3 colours. Grade 3 Date: 14th August To celebrate Independence Day the students of Grade 3 made bookmarks to 'mark' the spirit of freedom. They used various national symbols in order to embody qualities like strength and resilience that every Indian should possess.
Grade 4 Dates: 16th to 19th August Grade 4 celebrated Independence Day by remembering the leaders and freedom fighters who helped us to attain freedom. Corrosion tables provide guidelines. This is typically the case when stainless steels are exposed to acidic or basic solutions. Whether stainless steel corrodes depends on the kind and concentration of acid or base and the solution temperature.
Uniform corrosion is typically easy to avoid because of extensive published corrosion data or easily-performed laboratory corrosion testing. Acidic solutions can be put into two general categories: reducing acids, such as hydrochloric acid and dilute sulfuric acid Pocket Hole Jig Online India Map , and oxidizing acids , such as nitric acid and concentrated sulfuric acid. Increasing chromium and molybdenum content provides increased resistance to reducing acids while increasing chromium and silicon content provides increased resistance to oxidizing acids.
Sulfuric acid is one of the most-produced industrial chemicals. Thus Type SS is rarely used in contact with sulfuric acid.
Type L and Alloy 20 are resistant to sulfuric acid at even higher concentrations above room temperature. Hydrochloric acid damages any kind of stainless steel and should be avoided. All types of stainless steel resist attack from phosphoric acid and nitric acid at room temperature. At high concentrations and elevated temperatures, attack will occur, and higher-alloy stainless steels are required.
In general, organic acids are less corrosive than mineral acids such as hydrochloric and sulfuric acid. As the molecular weight of organic acids increases, their corrosivity decreases.
Formic acid has the lowest molecular weight and is a weak acid. Type can be used with formic acid, though it tends to discolor the solution. Type is commonly used for storing and handling acetic acid , a commercially important organic acid. Type and Type stainless steels are unaffected by weak bases such as ammonium hydroxide , even in high concentrations and at high temperatures. The same grades exposed to stronger bases such as sodium hydroxide at high concentrations and high temperatures will likely experience some etching and cracking.
All grades resist damage from aldehydes and amines , though in the latter case Type is preferable to Type ; cellulose acetate damages Type unless the temperature is kept low. Type L is required for the processing of urea. Localized corrosion can occur in several ways, e. These localized attacks are most common in the presence of chloride ions. Higher chloride levels require more highly-alloyed stainless steels.
Localized corrosion can be difficult to predict because it is dependent on many factors, including:. Pitting corrosion is considered the most common form of localized corrosion. The corrosion resistance of stainless steels to pitting corrosion is often expressed by the PREN , obtained through the formula:.
The higher the PREN, the higher the pitting corrosion resistance. Thus, increasing chromium, molybdenum, and nitrogen contents provide better resistance to pitting corrosion. Though the PREN of a certain steel may be theoretically sufficient to resist pitting corrosion, crevice corrosion can still occur when poor design has created confined areas overlapping plates, washer-plate interfaces, etc.
In these select areas, the PREN may not high enough for the service conditions. Good design and fabrication techniques combined with correct alloy selection can prevent such corrosion. Stress corrosion cracking SCC is a sudden cracking and failure of a component without deformation. Whereas pitting usually leads to unsightly surfaces and, at worst, to perforation of the stainless sheet, failure by SCC can have severe consequences. It is therefore considered as a special form of corrosion.
As SCC requires several conditions to be met, it can be counteracted with relatively easy measures, including:. Galvanic corrosion [65] also called "dissimilar-metal corrosion" refers to corrosion damage induced when two dissimilar materials are coupled in a corrosive electrolyte. The most common electrolyte is water, ranging from freshwater to seawater.
When a galvanic couple forms, one of the metals in the couple becomes the anode and corrodes faster than it would alone, while the other becomes the cathode and corrodes slower than it would alone. Stainless steel, due to having a more positive electrode potential than for example carbon steel and aluminium, becomes the cathode, accelerating the corrosion of the anodic metal.
An example is the corrosion of aluminium rivets fastening stainless steel sheets in contact with water. The relative surface areas of the anode and the cathode are important in determining the rate of corrosion. In the above example, the surface area of the rivets is small compared to that of the stainless steel sheet, resulting in rapid corrosion. Providing electrical insulation between the dissimilar metals, where possible, is effective at preventing this type of corrosion.
At elevated temperatures, all metals react with hot gases. The most common high-temperature gaseous mixture is air, of which oxygen is the most reactive component. Oxidation resistance in stainless steels increases with additions of chromium, silicon, and aluminium. Small additions of cerium and yttrium increase the adhesion of the oxide layer on the surface. The addition of chromium remains the most common method to increase high-temperature corrosion resistance in stainless steels; chromium reacts with oxygen to form a chromium oxide scale, which reduces oxygen diffusion into the material.
The minimum Other gases, such as sulfur dioxide , hydrogen sulfide , carbon monoxide , chlorine , also attack stainless steel. Resistance to other gases is dependent on the type of gas, the temperature, and the alloying content of the stainless steel.
Such alloys include Kanthal , produced in the form of wire or ribbons. Like steel, stainless steels are relatively poor conductors of electricity, with significantly lower electrical conductivity than copper. In particular, the electrical contact resistance ECR of stainless steel arises as the result of the dense protective oxide layer, and limits its functionality in applications as electrical connectors.
Nevertheless stainless steel connectors are employed in situations where ECR poses a lower design criteria and corrosion resistance is required, for example in high temperatures and oxidizing environments. Martensitic and ferritic stainless steels are magnetic. Ferritic steel consists of ferrite crystals, a form of iron with up to 0.
Due to its cubic crystalline structure, ferritic steel only absorbs a small amount of carbon, which consists of one iron in each corner and a central iron atom. The central atom is responsible for its magnetic properties. Grades with low coercitive field Hc have been developed for electrovalves used in household appliances and for injection systems in internal combustion engines.
Some applications require non-magnetic materials, such as magnetic resonance imaging. Annealed austenitic stainless steels are usually non-magnetic , though work hardening can make cold-formed austenitic stainless steels slightly magnetic. Sometimes, if austenitic steel is bent or cut, magnetism occurs along the edge of the stainless steel because the crystal structure rearranges itself.
Galling , sometimes called cold welding, is a form of severe adhesive wear, which can occur when two metal surfaces are in relative motion to each other and under heavy pressure. Austenitic stainless steel fasteners are particularly susceptible to thread galling, though other alloys that self-generate a protective oxide surface film, such as aluminium and titanium, are also susceptible.
Under high contact-force sliding, this oxide can be deformed, broken, and removed from parts of the component, exposing the bare reactive metal. When the two surfaces are of the same material, these exposed surfaces can easily fuse.
Separation of the two surfaces can result in surface tearing and even complete seizure of metal components or fasteners. Galling can be mitigated by the use of dissimilar materials bronze against stainless steel or using different stainless steels martensitic against austenitic.
Additionally, threaded joints may be lubricated to provide a film between the two parts and prevent galling.
Nitronic 60, made by selective alloying with manganese, silicon, and nitrogen, has demonstrated a reduced tendency to gall. Standard mill finishes can be applied to flat rolled stainless steel directly by the rollers and by mechanical abrasives. Steel is first rolled to size and thickness and then annealed to change the properties of the final material.
Any oxidation that forms on the surface mill scale is removed by pickling , and a passivation layer is created on the surface. A final finish can then be applied to achieve the desired aesthetic appearance. A wide range of joining processes are available for stainless steels, though welding is by far the most common. The ease of welding largely depends on the type of stainless steel used.
Austenitic stainless steels are the easiest to weld by electric arc , with weld properties similar to those of the base metal not cold-worked. Martensitic stainless steels can also be welded by electric-arc but, as the heat-affected zone HAZ and the fusion zone FZ form martensite upon cooling, precautions must be taken to avoid cracking of the weld.
Post-weld heat treatment is almost always required while preheating before welding is also necessary in some cases. Electric arc welding of Type ferritic stainless steel results in grain growth in the heat-affected zone HAZ , which leads to brittleness.
This has largely been overcome with stabilized ferritic grades, where niobium, titanium, and zirconium form precipitates that prevent grain growth. Otherwise, the precipitation of unwanted intermetallic phases occurs, which reduces the toughness of the welds. Stainless steel may be bonded with adhesives such as silicone, silyl modified polymers , and epoxies.
Acrylic and polyurethane adhesives are also used in some situations. World stainless steel production figures are published yearly by the International Stainless Steel Forum. The use of stainless steel in buildings can be both practical and aesthetic. In vogue during the Art Deco period, the most famous use of stainless steel can be seen in the upper portion of the Chrysler Building.
Thanks to its durability, many of these buildings have retained their original appearance. Stainless steel is used in the construction of modern buildings, such as the exterior of the Petronas Twin Towers and the Jin Mao Building. Thanks to its low reflectivity, stainless steel is used as a roofing material for airports, which prevents pilots from being dazzled.
It is also used for its ability to keep the surface of the roof close to ambient temperature. Stainless steel is used for pedestrian and road bridges in the form of tubes, plates, or reinforcing bars. Stainless steel cladding is used on the Walt Disney Concert Hall. The foot-high m , stainless-clad type Gateway Arch defines St. Louis's skyline. The Cala Galdana Bridge , Menorca. Helix Bridge , Singapore. Stainless steels have a long history of application in contact with water [93] due to their excellent corrosion resistance.
Applications include a range of conditions including plumbing, [94] potable water [95] and wastewater treatment, [96] desalination, and brine treatment. However, with increasing chloride contents, higher alloyed stainless steels such as Type and super austenitic and super duplex stainless steels are used. Important considerations to achieve optimum corrosion performance are: []. The use of stainless steel piping has helped to reduce the losses of drinking water in Tokyo, Seoul, and Taipei.
Stainless steels are used extensively in the pulp and paper industry to avoid iron contamination of the product and because of their corrosion resistance to the various chemicals used in the papermaking process. Stainless steels are used extensively in the chemical and petrochemical industries for their corrosion resistance to aqueous, gaseous, and high-temperature environments, their mechanical properties at all temperatures, and occasionally for other special physical properties.
Austenitic series stainless steel, particularly Types and , is the material of choice for the food and beverage industry, though martensitic and ferritic series steels are also used. Stainless steels are advantageous because they do not affect the taste of the product, are easily cleaned and sterilized to prevent bacterial contamination of the food, and are durable.
Within the food and beverage industry, stainless steel is extensively used in cookware, commercial food processing, commercial kitchens, brewing beer, winemaking, and meat processing. The Allegheny Ludlum Corporation worked with Ford on various concept cars with stainless steel bodies from the s through the s to demonstrate the material's potential. The and Cadillac Eldorado Brougham had a stainless steel roof.
In and , the DMC DeLorean production automobile used Type stainless steel body panels over a glass-reinforced plastic monocoque.
Intercity buses made by Motor Coach Industries are partially made of stainless steel. The aft body panel of the Porsche Cayman model 2-door coupe hatchback is made of stainless steel.
Due to the Cayman's many curves and angles, it was discovered during early body prototyping that conventional steel could not be formed without cracking. Thus, Porsche was forced to use stainless steel. The largest use of stainless steel in cars is the exhaust line.
They are used for collector, tubing, muffler, catalytic converter, tailpipe. Heat-resisting grades EN1. In addition, common rail injection systems and their injectors rely on stainless steels. Stainless steel has proved to be the best choice for miscellaneous applications, such as stiffeners for windshield wiper blades, balls for seat belt operation device in case of accident, springs, fasteners, etc.
Stainless steel is now used as one of the materials for tramlinks, together with aluminium alloys and carbon steel. Duplex grades tend to be preferred thanks to their corrosion resistance and higher strength, allowing a reduction of weight and a long life in maritime environments. Rail cars have commonly been manufactured using corrugated stainless steel panels for additional structural strength.
This was particularly popular during the s and s but has since declined. One notable example was the early Pioneer Zephyr. Many railcars in the United States are still manufactured with stainless steel. In India, where rail infrastructure is developing, new stainless steel coaches in being put into service. The first, which had fabric wing coverings, is on display at the Franklin Institute , being the longest continuous display of an aircraft ever, since The RB-2 was almost all stainless steel, save for the control surfaces.
The American Fleetwings Sea Bird amphibious aircraft of was also built using a spot-welded stainless steel hull. Due to its thermal stability, the Bristol Aeroplane Company built the all-stainless steel Bristol high-speed research aircraft, which first flew in However, the practical problems encountered meant that later high-speed aircraft, such as the Concorde , employed aluminium alloys.
Similarly, the experimental Mach 3 American bomber, the XB70 Valkyrie , made extensive use of stainless steel in its external structure due to the extreme heat encountered at those high speeds. The use of stainless steel in mainstream aircraft is hindered by its excessive weight compared to other materials, such as aluminium. Stainless steel also has an application in spaceflight. The early Atlas rockets used stainless steel in their fuel tanks.
The outer cladding of the modules and the Integrated Truss Structure of the International Space Station use stainless steel alloys. Surgical tools and medical equipment are usually made of stainless steel, because of its durability and ability to be sterilized in an autoclave.
In addition, surgical implants such as bone reinforcements and replacements e. Stainless steel is used in a variety of applications in dentistry.
It is common to use stainless steel in many instruments that need to be sterilized, such as needles, [] endodontic files in root canal therapy , metal posts in root canal-treated teeth, temporary crowns and crowns for deciduous teeth , and arch wires and brackets in orthodontics.
Stainless steels are extensively used in all types of power stations, from nuclear [] to solar. Stainless steel is used in electrolysers proton exchange membranes and solid oxide electrolysers being the most common that convert electrical energy into hydrogen gas by water electrolysis.
Conversely, stainless steel is used in fuel cells which perform the opposite reaction, combining hydrogen and oxygen to produce water and electrical energy. Stainless steel is often preferred for kitchen sinks because of its ruggedness, durability, heat resistance, and ease of cleaning.
In better models, acoustic noise is controlled by applying resilient undercoating to dampen vibrations. The material is also used for cladding of surfaces such as appliances and backsplashes. Cookware and bakeware may be clad in stainless steels to enhance their cleanability and durability and to permit their use in induction cooking this requires a magnetic grade of stainless steel, such as Because stainless steel is a poor conductor of heat, it is often used as a thin surface cladding over a core of copper or aluminium, which conducts heat more readily.
Cutlery is often made of stainless steel, [] for low corrosion, ease of cleaning, negligible toxicity, and ability to avoid flavoring the food by [] electrolytic activity. Stainless steel is used for jewelry and watches, with L being the type commonly used. Oxidizing stainless steel briefly gives it radiant colors that can also be used for coloration effects.
Valadium is usually silver-toned but can be electro-plated to give it a gold-tone. The gold tone variety is known as Sun-lite Valadium.
Other Valadium types of alloy are trade-named differently, with such names as " Siladium " and "White Lazon. Some firearms incorporate stainless steel components as an alternative to blued or parkerized steel. This gives a high-luster finish similar in appearance to nickel plating. Unlike plating, the finish is not subject to flaking, peeling, wear-off from rubbing as when repeatedly removed from a holster , or rust when scratched.
Some 3D printing providers have developed proprietary stainless steel sintering blends for use in rapid prototyping. One popular stainless steel grade used in 3D printing is L stainless steel. Due to the high temperature gradient and fast rate of solidification, stainless steel products manufactured via 3D printing tend to have a more refined microstructure; this, in turn, results in better mechanical properties. However, stainless steel is not as commonly used as materials like Ti 6 Al 4 V, due to the availability of more cost-effective traditional manufacturing methods for stainless steel.
Life cycle cost LCC calculations are used to select the design and the materials that will lead to the lowest cost over the whole life of a project, such as a building or a bridge.
The formula, in a simple form, is the following: [] [ citation needed ] []. In addition, N is the planned life of the project, i the interest rate, and n the year in which a particular OC or LP or RC is taking place.
The interest rate i is used to convert expenses from different years to their present value a method widely used by banks and insurance companies so they can be added and compared fairly. Stainless steel used in projects often results in lower LCC values compared to other materials.
The higher acquisition cost AC of stainless steel components are often offset by improvements in operating and maintenance costs, reduced loss of production LP costs, and the higher resale value of stainless steel components. LCC calculations are usually limited to the project itself. However, there may be other costs that a project stakeholder may wish to consider: [ citation needed ]. The average carbon footprint of stainless steel all grades, all countries is estimated to be 2.
Note that stainless steel produced in countries that use cleaner sources of electricity such as France, which uses nuclear energy will have a lower carbon footprint. Carbon footprint must not be the only sustainability-related factor for deciding the choice of materials:. According to the International Resource Panel 's Metal Stocks in Society report , the per capita stock of stainless steel in use in society is 80— kg in more developed countries and 15 kg in less-developed countries.
There is a secondary market that recycles usable scrap for many stainless steel markets. The product is mostly coil, sheet, and blanks.
This material is purchased at a less-than-prime price and sold to commercial quality stampers and sheet metal houses. The material may have scratches, pits, and dents but is made to the current specifications. The next step is the production of hot-rolled and cold-finished steel products in steel mills.
Some scrap is produced, which is directly reused in the melting shop. The manufacturing of components is the third step. Some scrap is produced and enters the recycling loop. Assembly of final goods and their use does not generate any material loss. The fourth step is the collection of stainless steel for recycling at the end of life of the goods such as kitchenware, pulp and paper plants, or automotive parts.
This is where it is most difficult to get stainless steel to enter the recycling loop, as shown in the table below:. Stainless steel nanoparticles have been produced in the laboratory. For example, sulfurization, phosphorization, and nitridation treatments to produce nanoscale stainless steel based catalysts could enhance the electrocatalytic performance of stainless steel for water splitting.
There is extensive research indicating some probable increased risk of cancer particularly lung cancer from inhaling welding fumes while welding stainless steel. Stainless steel is generally considered to be biologically inert. However, during cooking, small amounts of nickel and chromium leach out of new stainless steel cookware into highly acidic food. From Wikipedia, the free encyclopedia. This article needs additional citations for verification.
Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. For the date, see October This section needs additional citations for verification. March Learn how and when to remove this template message. Main article: SAE steel grades. Main article: Austenitic stainless steel. Main article: Ferritic stainless steel.
Main article: Martensitic stainless steel. Main article: Duplex stainless steel.
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