Docente: Gabriella Drago                           

APPENDIX 2

 

 

 

PHYSICS CONTENT GRID  (EVALUATION):

UNSATISFACTORY

              4

       ALMOST       SATISFACTORY

             5

   SATISFACTORY

              6

        GOOD

           7-8

     EXCELLENT

           9-10

Did not acquire the basic concept of the topic.

Has acquired a few basic concepts of the  topic

Acquired most of the basic concepts of the topic

Acquired almost all the basic concepts of the topic

Excellent acquisition of all the basic concepts of the topic .

 

 

SOCIAL SKILLS EVALUATION GRID:

UNSATISFACTORY

           4

ALMOST SATISFACTORY

                    5

SATISFACTORY

            6

      GOOD

         7-8

EXCELLENT

    9-10

Does not demonstrate leadership skills and cannot make decisions, communicate effectively  or manage conflicts effectively.

Does not demonstrate leadership skills and cannot  make decisions. He/she does not always communicate with peers or manage conflicts effectively. .

Does not demonstrate leadership skills but is capable of making decisions. 

He/she can be quite effective in communicating with peers and  managing conflicts.

Sometimes demonstrates leadership ability,  He/she can make decisions, communicate effectively and to manage conflicts effectively,

The student demonstrates leadership skills. He/she is capable of taking decisions, He/she can communicate effectively and manage conflicts effectively.

 

 METACOGNITIVE SKILLS  GRID:

UNSATISFACTORY

                 4

     ALMOST SATISFACTORY    5

SATISFACTORY

             6

           GOOD

              7-8

     EXCELLENT

         9 -10

Implementation follows incorrect procedures.

The opinion does not reflect the assumptions made and the opinions expressed are not relevant. Not motivated. Does not demonstrate originality in production.

 

Implementation follows incorrect procedures.

The conclusions are not always related to the assumptions and the opinions expressed are not relevant. Is sometimes motivated and produces original work.

 

Implementing procedures are not always correct.

The conclusions do not always  related to the assumptions and the opinions expressed are not always relevant. He/she is

 motivated

and sometimes produces original work.

 

 Implementing procedures almost always correct.

The conclusions are related to  the assumptions although the opinions expressed are not always relevant. He/she is motivated and sometimes produces original work.

 

 

Implementing procedures are always correct.

The conclusions are related to  the assumptions and the opinions expressed are relevant. He/she

 Is very motivated and produces original work.

 

 

 

SOCIAL  SKILLS

CONTENT

  LANGUAGE  

      A2/B1

METACOGNITIVE

       SKILLS

UNSATISFACTORY

UNSATISFACTORY

LISTENING

UNSATISFACTORY

ALMOST SATISFACTORY

ALMOST SATISFACTORY

READING

ALMOST SATISFACTORY

SATISFACTORY

SATISFACTORY

SPOKEN INTERACTION

SATISFACTORY

GOOD

GOOD

SPOKEN PRODUCTION

GOOD

EXCELLENT

EXCELLENT

WRITING

EXCELLENT

 

 

 

 

 

 

 

 

ACTIVITIES EVALUATION INDICATORS

CONTENT EVALUATION

LANGUAGE EVALUATION

SOCIAL SKILLS

 METACOGNITIVE SKILLS

BRAINSTORMING/ CONCEPT MAPS   (time: 1 hour and 45  minutes)

LISTENING READING

SPEAKING WRITING

 

Interact with peers

and the teacher with verbal support .Show interest, participate constructively 

Identify the relationships between concepts,, organize and create graphics. Perform  the proposed activity quickly

 

MATCHING

 (time: 15 minutes)

READING

 Collaborate with peers to complete the task assigned. Show interest and constructive participation  

Identify/define/classify with verbal support.

Complete 

the proposed activity quickly.

CLOZE (time: 15 minutes)

READING WRITING

Show 

interest

Identify/define/describe

concepts.

Complete the proposed activity quickly

READING

(time: 15 minutes)

READING

Show interest

Complete the proposed activity quickly.

 

LISTENING (Glossary)

(time: 30 minutes)

LISTENING

 

Show interest

 

Listening comprehension

Complete the proposed activity quickly.

 

 

PREREQUISITIES: Allegato1

•      Classical law for the addition of velocities

•      Properties of light

•      Galileian transformation equations

•      Maxwell’s equations

 

ACTIVITIES: 3 hours

                                STRATEGIES – BEFORE

 

 

  1st activity:                     Cognition: understand;  remember;  analyse       

 

 

 

  Match each word with the definition

 

1  medium

 a  Absence of matter

2 Reference    frame

b Relation between  the coordinates of an event as observed from two inertial reference frames

3 vacuum

c A set of coordinate axes in terms of which  position or movement may be specified

4 Inertial frame

d The coordinate system  in which the particle is at rest

5 Rest frame

e   An intervening substance through which something is trasmitted or carried on

6 Galilean transformation of coordinates

f   reference system in which the 1st  Newton’s law is valid

7 stationery

g  A time –invariant quantity ,such as a constant position or temperature

8 ether

h  An all –pervading, infinitely  elastic, massless medium

9 simultaneity

i Any of the subatomic particles that compose matter and energy

10  Elementary particle

l   Happening at the same time

 

                                            

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   STRATEGIES      DURING

 

2nd activity:

Cognition: remember; understand

•      Students  watch the video many  times and underline “difficult words”. After the teacher will  explain the meanings. .Creation of a Glossary.

 

•      Video “The Ether and the Michelson Morley Experiment “

                         Ether and the Michelson Morley experiment

 

 

STRATEGIES      DURING

 

 

3rd activity:

Cognition:  understand, remember, analyse.

•      Students read the text and underline “difficult words”. After the teacher will  explain the meanings. .Glossary.

 

 

    Relativity ( Reading text )

       

Relativity begins with a modest question: how does your physics relate to my physics if we are moving relative to each other? Galileo gave one answer: we find exactly the same laws of mechanics if our relative speed is constant. Newton said the same thing but more elaborately by referring all motion - yours, mine, and everyone else' s - to an absolute frame of reference in space and time. Nineteenth - century theorists found Newtons absolute frame a convenient place to locate the hypothetical medium they called the aether, which propagated light and other electromagnetic waves. Aether physics was a prominent endeavour among Victorian scientists, but it had fatal flaws. For one thing, aether physicists could never agree on a standard model for the mechanical structure of the aether. Also questionable was the concept of motion through an aether anchored in Newton's absolute frame of reference. A young patent examiner in Bern, Switzerland, named Albert Einstein published a paper in 1905 that resolved the aether problem by simply ignoring it. Einstein postulated two empirical principles that could not be denied: the constancy of the speed of light, and a generalisation of Galileo' s relativity principle to include electromagnetic and optical  phenomena. Beginning with these two principles, and without recourse to the aether concept, he proved that, for observers movμng relative to each other at constant speeds, length and time measurements are different, perhaps drastically different μf the speed is close to the speed of light. For example, if a stationary observer watches a clock moving at high speed he or she sees it ticking more slowly than an observer travelling with the clock. In addition to this "time dilation," Einstein's 1905 paper insisted that the length dimension of the clock, or of anything else, is contracted in the direction of motion for the stationary observer. Einstein designed his 1905 "special" theory of relativity with two limitations: it focused on "inertial" systems, and its scope did not include another great theory from the past, Newton' s gravity theory.

(Taken frorn W. H. Cropper, Great Physicists, OUP, New York, 2001, pp. 201-202)

 

STRATEGY AFTER

5th activity:

 

 Fill the gaps:

 Since the time of Galileo, the concept of................has been in physicists’…………… They have asked .. …………….        how their physics relate to the ……………of the other physicists. The first to ………….. an answer to this question was.. .............. He postulated that we find ..... ......... the same laws of ........... if our relative speed is …………. Newton followed Galileo by .. ……………

……............ an absolute frame of............ in space and time. The situation got more .... ..…….............. with the theorisation of ………………., because physicists could never ............... on a standard model for the mechanical .. ……………of this aether. Einstein………….. the aether problem. After half a .. ………………….     of complicated explanations he cleared .............................. the aether problem by simply .. …......... it, moving on to build his…………………….theory.

 

 Words:

 themselves • relativity • century • adding • minds • constant • complicated • relativity • ether • structure • agree • give • reference • physics • mechanics • ignoring • exactly • resolved • Galileo • up

 

 

5th activity:

Cognition:  remember, understand; analyse

Match questions and answers:

1  What were the main problems with the ether theory ?

2 What were the foundations of Einstein’s 1905 theory?

a    Physicists could never agree on a standard model for the mechanical structure of aether. Moreover, Newton’s absolute frame of reference was at variance with the concept of aether

b    Two  empirical principles: the constancy of the speed of light and the generalisation of Galileo’s relativity principle.

 

 

 6th activity: TBLT ACTIVITY

Cognition: remember; analyse; evaluate; create.

Describe  the  principles proposed by A. Einstein to solve the contradiction concerning the speed of light in classical mechanics and electro-magnetics.

Create a concept map .

 

Key activities:

1st activity: (1e,2c,3a,4f,5d,6b,7g,8h 9l,10i)

4th activity    Complete (relativity,minds,themselves,physics,give,Galileo,,exactly,,mechanics,constant,adding,,reference,complicated,aether,agree,structure,resolved, century, up,ignoring,relativity)

4th  activity   (1a;2b)