Docente: Gabriella Drago                           

APPENDIX 5

 

 

 

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 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 communicatingwith 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 have relationship with 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 Map

(time: 25 minutes)

READING  SPEAKING WRITING LISTENING

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.

 

LISTENING

(time:1 hour)

LISTENING

 

Show interest

 

Listening comprehension

Complete the proposed activity quickly.

 

     CLOZE

(time: 20 minutes)

WRITING  READING

Show 

interest

Identify/define/describe

concepts. Complete the proposed activity quickly.

MULTIPLE CHOICE

 (time: 15 minutes)

READING

Show interest

Identify concept.

Complete

 the proposed activity quickly.

 

 

 

 

COOPERATIVE LEARNING

PRODUCTION 

(time:1 hour)

 READING  WRITING

LISTENING SPEAKING

 

Interact with peers and the teacher.

Show interest, and

participate constructively

Identify  procedures, and formulas. Organize and produce an article with  verbal support.

 Perform the proposed activity quickly.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PREREQUISITIES: Allegato 4

·         THE TWIN PARADOX

·         THE RELATIVISTIC ADDITION OF VELOCITIES

·         MASS AND ENERGY

 

 

ACTIVITIES: 3 hours

                               STRATEGIES – BEFORE

 

 1st activity:    

       

 Cognition: understand;  remember;

  

1 Activity   Brainstorming starting  from the words “ space ,time, gravity ”

Work in pairs and draw a concept map

 

 

STRATEGIES      DURING

 

 

2nd activity:

Cognition: remember; understand

Students watch some videos many times and underline “difficult words”. After  the teacher will  explain the meanings. Add the words to their glossary.

curved space time ; Space-time ; gravity from Newton to Einstein ; gravity and acceleration;  gravitational deflection of a light ray;

GPS and Relativity

 

STRATEGIES – AFTER

 

 

3rd activity:

Cognition: remember;understand

Cloze

Complete the following sentences by adding the missing terms:

The…………..as a function of the constant of……………..is given by the formula…..

 is,to a good experimental approximation, equal to……………., we  can deduce that this acceleration in a given region of space is……………… (acceleration of gravity; universal gravitation; ; distance; object; 1;constant)

Complete the following sentences by adding the missing terms:

The model of the physical Universe as proposed by the theory of special relativity is a……………space-time with………….curvature as described using Minkowski geometry. According to the general theory of relativity, the Universe is a four dimensional space-time with a………..curvature similar to an…………..,non-Euclidean geometry. Based on this model, the path of light is curved because it follows a…………….of…………..In the theory of general relativity, gravity is a property of the………….of space-time and is caused by the distribution of…………

The planets travel along the…………, which are the……………………..possible in the space.

(four-dimensional; null; positive;elliptic;geodesic;space-time;geometry;mass-energy;geodesic;only trajectories)

 

 

4th activity:

Cognition: remember; analyse;evaluate

•      Multiple choice: only  one  is  correct!

According to the principle of equivalence ,gravitational and inertial masses  are:

•      Dimensionally different physical quantities

•      Two incompatible quantities

•      Equivalent

•      Both measured in kilograms        (C)

In classical mechanics, gravitational mass is defined as:

•      The resistance of a body to the breaking action exerted by an external force

•      A characteristic of the body that depends on the reference frame

•      The property of a body that allows it to interact  with another owing to the forceof gravity

•      The resistance of a body to a force that tends to alter its state of rest or motion        (C)

According to the theory of general relativity ,an accelerated reference frame in a uniform non-zero gravitational field  is equivalent to:

•      An inertial reference frame in a constant gravitational field (which may also be zero)

•      An inertial reference frame in a non –zero  gravitational field

•      A non - inertial reference frame in a zero gravitational field

•      An inertial reference frame in a zero gravitational field                   (D)

 

 

 

5th activity:

Cognition: remember; analyse; evaluate

Cooperative learning with production

Watch the video. Work in small  groups  and answer the following questions in 15 lines . Then share your answer with the rest of the class:

•      How does the principle of general relativity incorporate the theory of relativity?

•      How do gravitational fields affect the propagation of light?

 

Video:               The discovery of  gravitational waves by Brian Greene