Docente: Gabriella Drago                           

APPENDIX 4

 

 

 

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 but 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 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

MATCHING

 (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.

LISTENING

(time: 40 minutes)

LISTENING

 

Show interest

 

Listening comprehension

Complete the proposed activity quickly.

 

COOPERATIVE LEARNING

PRODUCTION 

(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 with verbal support.  Perform the proposed activity quickly.

 

READING

(time: 20 minutes)

READING

Show  interest

Reading comprehension.

Complete

 the proposed activity quickly

     CLOZE

(time: 15 minutes)

READING WRITING

Show

interest

Identify/define/describe the

concepts. Complete the proposed activity quickly

Quick test

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.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREREQUISITIES: Allegato3

•      Time Dilation and Length Contraction

•      Criticism of The Concept of Simultaneity

 

 

 

ACTIVITIES: 3 hours

                           STRATEGIES – BEFORE

 

 1st activity:    

       

 Cognition: understand;  remember;  analyse    

  

 

  Match each word with the definition

 

1  inertia

 a  The second principle of classical dynamics

2 Lorentz factor ɣ

b  speed of light

3 Beta velocity

c is equal to the reciprocal of the square root of the term one minus the square of 𝛽

4 relativistic mass

d Rest Energy

5 closed system

e   is the ratio of the velocity of an object to the speed of light

6  rest mass

f   the resistance an object has to a change in its state of motion

7  F= m a

g  mass of a body at rest

8

h  a system that doesn't exchange any matter with its surroundings

9        c

i mass of an object with nonzero rest mass moving with respect to a given frame of reference

10  =

l   Einstein’s equation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key (1-f; 2-c; 3-e; 4-I; 5-h; 6-g; 7-a;8-l;9-b; 10-d)

 

 

STRATEGIES      DURING

 

 

2nd activity:

Cognition: remember; understand

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

A tale of the two twins         the twin paradox          the twin paradox (second version)

 

 

 

STRATEGIES      AFTER

 

3rd activity:

Cognition: remember; analyse;evaluate

Cooperative learning:

Did you pick up any extra clues to better understand the paradox? Answer in  a few lines. Discuss with your classmates and your teacher.

STRATEGIES      DURING

 

4th activity:

 

Cognition:  understand, remember.

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

 

 

 

 

 

 

 

Taken from Fabbri-Masini-Baccaglini   Physics Clil  SEI pages 59, 61, 62,

                                                 STRATEGIES – AFTER

5th activity:

Cognition: remember;understand

Cloze :  Complete the following sentences by adding the missing term:

In order to reformulate the laws of classical mechanics ,to make them compatible with the postulate of…..,,,.relativity, in the case of…………………motion,the mass of an object had to be considered  to………………with its speed. Thus, the maximum speed of any object  is that of the…………… ( special; uniformly accelerated; increase; speed of light)

 

 

  6th activity:   

Cognition: understand, analyse; evaluate

•         Solve the following problem:    Quick  test:

What is the mass of a proton travelling at a speed of o.9c? 

(m=      3.8 ∙  Kg)

What is the kinetic energy of a particle with a rest mass of 2g that is moving at a speed of o,5c with respect to an observer? Use both the classic formulation and the relativistic one 

 (2.3 ∙   J; 2.8 ∙ )

At what speed does the mass of a particle become twice that of its rest mass? (0.87c)