Problem: Write an article based on this summary: If you're nervous, script it out. Allow for wiggle room. Over-plan the class. Make it so a substitute could understand. Form a back-up plan.

Answer: New teachers will find solace in scripting out a lesson. While this takes way more time than a lesson should, if it would help you, do it. It may ease your nerves if you know exactly what questions you want to ask and where you want the conversation to go. As you teach, do this less and less. Eventually, you'll be able to go in with practically nothing at all. You shouldn't be spending more time planning and writing out than you are delivering! Just use this as an initial training device. You've written out your timeline to the minute, right? Fantastic -- but know that's only really for reference. You're not going to say, "Kids! It's 1:15! STOP EVERYTHING YOU'RE DOING." That's not really how teaching works. While you should try to stick to this plan within reason, you'll need to allow yourself some wiggle room. If you find yourself running over, know what you can and cannot scratch. What must you cover in order for the children to learn most? What is just fluff and time killers? On the other side of the coin -- if you have time left over, have another activity in your sleeve to pull out if need be. Knowing that you have plenty to do is a much better problem than not having enough. Even though you have a timeline, plan on the underside. If something might take 20 minutes, allow it 15. You never know what your students will just whiz through! The easiest thing to do is to come up with a quick concluding game or discussion. Throw the students together and have them discuss their opinions or ask questions. On the off chance something happens and you can't teach the lesson, you'll want to have a plan someone else could understand. The other side of this is if you write it in advance and forget, it'll be easier to jog your memory if it's clear. There are many templates you can find online -- or ask other teachers what format they use. If you stick to one it'll be better for your brain, too. The more consistencies, the better! In your teaching career, you're going to have days where students whiz through your plan and leave you dumbfounded. You'll also have days where tests got moved, half the class showed up, or the video you had planned got eaten by the DVD player. When this day rears its ugly head, you gotta have a back-up plan. Most veteran teachers have a handful of lesson plans under their belt that they can whip out at any time. If you had a particularly successful lesson on Punnett squares, keep that material for later. You can turn it into a different lesson with another class about evolution, natural selection, or genes depending on the next class' ability. Or you could have a lesson on Beyonce up your sleeve (think the civil or women's rights movement, progression of pop music, or just a music lesson for a Friday afternoon). Whichever.

Problem: Write an article based on this summary: Don't be discouraged if you haven't focused on science earlier in your academic career. Work on your GREs. Try to meet and talk to physicists.

Answer: Many graduate students have degrees in engineering or other fields. If you found your passion for physics later in life, you can still catch up and have a successful graduate school experience. You do not need to be a genius to get a PhD. Graduate school is hard work, but success depends on your dedication more than on your ability. Like undergraduate, you'll often need to take entrance exams to get into a graduate program. The GRE is the main test to take in the United States. The three primary sections of the GRE are quantitative reasoning, verbal reasoning, and analytical writing. Like the SAT and ACT, you can find any number of prep courses and prep materials for the GRE. You can also find practice tests to take online. Look into physics talks for the general public in your area or contact a physics department directly. Most places will be happy to give you information and point you to resources about graduate programs.

Problem: Write an article based on this summary: Select a design for your stone. Create a sketch or stencil of your design. Practice engraving on an extra stone.

Answer: Your skill level, the size and shape of your stone, and your intended use for the stone will all play a part in creating your design. Inspirational words, a name, flowers, leaves, the sun, or other basic shapes are great design choices for beginners. Create your own unique design or write out a word you want to engrave. Look for stencil designs online that you can print and cut out. Create a design on your computer. Draw an image or write a word in a font you like. Size the design to fit your stone and print it onto black and white paper. Whether you're engraving an image like a flower or feather, or writing out a word, having a sketch or stencil to follow will make the process much easier and will leave you with a nicer finished project. Practice drawing your design on a piece of paper before sketching it directly onto your stone. Make a stencil. If you printed out a picture to use, lay a piece of tracing paper on top and go over it with a pencil. Tape the traced outline onto your cardboard or acetate and cut out the design with your craft knife. Get a feel for the engraving process using a stone similar to the one you're saving for the final project. Use the engraving tool to create straight lines across the stone, moving in different directions. Vary the pressure you use to draw lines. Draw lines using light, feathered strokes. Go back and draw lines using more pressure. Notice the differences in the look of the lines. Draw circles or other shapes in the stone. If you're writing a word on your stone, practice making the various letters.

Problem: Write an article based on this summary: After you hit Enter or click on the 'Run' button, you'll be asked for a password, so type password and hit Enter. After you hit Enter or click on 'Run' button, it will ask you for the password.

Answer:
Type password and hit Enter.