Docente: Gabriella Drago                           

APPENDIX 3

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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  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 are 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  motived and sometimes is 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

 

 

 

 

 

 

 

CONTENT EVALUATION

LANGUAGE EVALUATION

SOCIAL SKILLS

 METACOGNITIVE SKILLS

PROBLEM SOLVING

(time: 20 minutes)

READING WRITING

Interact with peers and the teacher.

Show interest, participate constructively 

Identify  procedures, and formulas. Organize ,  formulate hypotheses and personal opinions with verbal support.

Draw conclusions.

Perform the proposed activity quickly.

 

MATCHING(Domino)

 (time: 20 minutes)

READING

Collaborate with peers to complete the assigned  task.

 Show interest and constructive participation 

Identify/define/classify with verbal support.

Complete

the proposed activity quickly.

TRUE OR FALSE

 (time: 20 minutes)

READING

 

Show

interest

Identify/define/describe

concepts .Complete the proposed activity quickly.

READING

(time: 20 minutes)

READING

Show interest

Reading comprehension.

Complete the proposed activity quickly.

 

LISTENING

(time: 40 minutes)

LISTENING

 

Show interest

Listening comprehension.

Complete the proposed activity quickly.

 

BRAINSTORMING

PRODUCTION  (ARTICLE)

(time:1 hour)

LISTENING SPEAKING

WRITING  READING

 

Interact with peers

and the teacher. Show interest, participate constructively

Identify the relationships between concepts,  organize and produce an article even with a verbal support. 

Perform the proposed activity quickly

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACTIVITIES EVALUATION INDICATORS

 

PREREQUISITIES: Allegato2

      The incompatibility between mechanics and electromagnetism

      The principle  of relativity

      Invariance of the speed of light

 

ACTIVITIES: 3 hours

                           STRATEGIES – BEFORE

 

 

 1st activity:    

       

 Cognition: understand;  remember;  analyse       

Work in pairs and create a domino with the words that you  learned  in the prior activities. (Tarsia Formulator)

 EXAMPLE:

 

 

 

 

STRATEGIES      DURING

 

2nd activity:

Cognition: remember; understand

Students could watch some videos many times and underline “difficult words”. After the teacher will  explain the meanings.

   time dilation  (https://youtu.be/7m2KK8rOTBE)

   simultaneity   (https://youtu.be/wteiuxyqtoM)

   length contraction  (https://youtu.be/lVuF5zrwMLY)

   space time (Brian Greene)  (https://youtu.be/Cx12cEYpEk0)

                                                  STRATEGIES – AFTER

 

3rd activity:

Cognition: understand,analyse; evaluate

    Solve the following problem:

John is in a spaceship(frame K) moving at a speed of 0.95c relative to Earth (frame K’) and measures the time interval of an alarm clock in the frame K sounding as ∆t =10s(proper time interval). How long does the alarm clock sound (∆t’) for Mary who is on Earth?

     STRATEGIES      DURING

 

4th activity:

Cognition:  understand, remember.

      Students read the text , underline the difficult words and add them to the glossary.

 

 

 

 

 

3.3 Criticism of the concept of simultaneity

 

 

 

To overcome the contradiction between the invariance of c and the classical law
fo
r the addition of velocities, the Galilean transformation equations, based on the
recipro
city of motion and absoluteness of time, had to be rewritten.

 

Newton had already defined the latter concept as something that from its own nature
flows equably without relation to anything external.
Einstein questioned the actual
concept of absolute time starting from a crucial premise: simultaneity.

In order to discuss this in physical terms, we need an operational definition
of simultaneous events.
In a reference frame K, an event P(x, y, z. t) is defined by a space-time curve in which the first three coordinates, x, y, Z indicate the position in K and t indicates the instant in which the event occurred, measured by a clock at rest in relation to K.

In a reference frame K, an event P(x, y, z. t) is defined by a space-time curve in            

which the first three coordinates, x, y, Z indicate the position in K and t indicates the               event

instant in which the event occurred, measured by a clock at rest in relation to K.

 

                                                 

                     

 

Let us try a thought experiment, a method frequently used by Einstein. Consider two
reference f
rames: K on the ground and K' on a train that is stationary to start with.
Tw
o events (for instance, two bolts of lightning) occur at points A and B. An observer
O' in the train carr
iage at a point M' midway between A and B receives the two
s
ignals (using a special receiver).

 

O' receives the two signals at the same time and so concludes that the two events
occ
urred simultaneously. An observer O on the ground at a point M midway between
A and B aIso concludes that the two lightning bolts struck simultaneously.

                               

 Simultaneity of two events.

Two events that occur at A and at B are simultaneous if an observer at a point
midway
between A and B receives the signals from A and B at the same instant.    

 

 

 

                                

 

 

 

 

                                                                                    

If the train is moving at a speed v from A towards B, will the observers Q (on the ground) and Q' (on the train) still record the events A and B as simultaneous?

To the observer Q, who receives the signals at the same time, the events appear to be simultaneous. Now consider the same events as viewed by the observer Q'. As the signals move towards the observer, the observer moves away from A and towards B.

Thus the signal from A must travel along a path AQ' that is greater than Q'B, which is the path of the signal from B; therefore AQ' > Q'B. Thus the observer Q' concludes that the lightning bolt struck point B before point A, having received that signal first, and finds that the two events are not simultaneous.

Hence we can state that absolute sìmultaneity does not exist, but can only be defined in relation to a given reference frame.

Relativity of simultaneity : Simultaneity between two events is relative to a particular reference frame.

Taken from Fabbri-Masini-Baccaglini   Physics Clil  SEI pages 49,50

                                                 STRATEGIES – AFTER

5th activity:

Cognition: remember; understand

True or False ?

·        The time interval of the same event measured in k is 12s  and in k’ is 32s. We can deduce that k is at rest in relation to the event  .                  T          F

·        The simultaneity of two events is not absolute ,but depends on the reference frame                                                                                                     T          F

·        The proper time interval  t is the shortest time interval between two events measured in the inertial reference frame at rest relative to the actual events

                                                                                                                T         F

·        ɣ factor is not >1                                                                                  T         F

·        The relationship between the two time intervals is given by:

   ɣ                                                                                              T         F

                                                              STRATEGIES – AFTER

  6th activity:  

Cognition: remember; analyse; evaluate

   Think, write and discuss with your classmates:

Produce an article about the following topic. Propose a title, choose the language to adopt according to the audience you intend to reach.

“ Time dilation and Length contraction”. How is it possible to show these events?”

Discuss with your classmates and your teacher.