Research Best Practices - UV



Research Best PracticesInstrumental Language and ICT ResourcesContent and Language Integrated LearningResearch Best PracticesInstrumental Language and ICT Resources forContent and Integrated Language Learning An Educational Proposal by Andrés Rubio GasparContent: PhysicsLevel: Secondary EducationResearch Best Practices CLIL and ICT Group of Valencia Copyleft, 2017 – Andrés Rubio Gaspar WAVESTable of contentTOC \o "1-3" \h \z \u TOC \o "1-3" \h \z \u BASIC DESCRIPTORS PAGEREF _Toc471581203 \h iUNIT DESCRIPTORS PAGEREF _Toc471581204 \h iLESSON DESCRIPTORS PAGEREF _Toc471581205 \h iiiABSTRACT PAGEREF _Toc471581206 \h iiCONTENT PAGEREF _Toc471581207 \h 11.What is a wave? PAGEREF _Toc471581208 \h 12.Types of waves PAGEREF _Toc471581209 \h 13.Wave equation PAGEREF _Toc471581210 \h 14.Properties of the waves PAGEREF _Toc471581211 \h 2GLOSSARY (A – Z) PAGEREF _Toc471581212 \h 4INDEX PAGEREF _Toc471581213 \h 6SELF-ASSESSMENT PAGEREF _Toc471581214 \h 4DOUBLE BLIND PEER REVIEW PAGEREF _Toc471581215 \h 5FIRST REVIEWER PAGEREF _Toc471581216 \h 5SECOND REVIEWER PAGEREF _Toc471581217 \h 5BASIC DESCRIPTORSUNIT DESCRIPTORSEducational Level(s)4th ESOArea(s)Physics and ChemistryUnit(s)7WavesNumber of Lesson(s)2Student Learning Outcomes (4Cs Framework)ContentWhat is wave?Which phenomena can be described as a wave?Mathematical description of a waveProperties of the wavesCognitionRecognize the differences between particles and wavesIdentify the light and the sound as kinds of wavesHandle a wave equationUnderstand the “new” properties and effects of the wavesCultureInterest in the physical world around usConsider the applications of understanding the wavesCommunicationLanguage for the Topic AND for InteractionContentOf (What)Specific vocabulary for Physics (such as the name of some physical effects)Specific vocabulary for Maths ( such as the name of the different arithmetic operations)Meta-cognition &Grammar SystemFor (How to)Present simpleUse of causal linkersAsking and answering questionsCognitionThrough (Why)Interaction teacher – studentInteraction student – studentKey competences (Knowledge, Skills and Attitudes) for Lifelong Learning (EU Act)01Communication in the mother tongue02Communication in foreign languages03Mathematical competence and basic competences in science and technology04Digital competence05Learning to learn06Social and civic competences07Sense of initiative and entrepreneurship08Cultural awareness and expressionTeaching ObjectivesIntroduce the waves to the studentsKnow the differences between particles and wavesKnow what and how a wave equation isExplain the new effects that take place when waves interact Assessment CriteriaHeteroAbility to distinguish between particles and wavesBeing capable of use a wave equationKnowledge of the characteristics of a waveInitialAsk to the whole class about their ideas of what a wave is, how they would draw it, etc…ContinuousQuestions during the classDay-to-day homeworkFinalInteractive questionnaire with multiple-choice answers Self-AssessmentInteractive activities in moodleMaterials PrimarySchool BookBlackboardNotebook/paperPen and pencilsSecondaryComputer or projectorOthersCalculatorResourcesPrimaryPDF in the moodle platformSecondaryOthersYouTubeExperiments and demonstrations in classFinal Task(s)Moodle test on the netLESSON DESCRIPTORSUnit7Name: WavesLesson1Name: An introduction to the wavesLearning Outcomes (4Cs Framework)ContentWhat is a wave?Types of wavesWave equationProperties of the wavesCommunicationVocabulary Physical phenomenaMathsGrammar Present simpleUse of causal linkersQuestionsInteractionsTeacher-Student Student-StudentCognitionRecognize the waves around usDescribe mathematically a waveKnow the properties of the wavesCultureCo-operative work.Interest in the physical world around usIntroductionActivitiesRevisionThink about how they would describe the light they see r the sound they hearWarm up ActivitiesAll together, try to look up the characteristics that, in their opinion, the waves have. Try to draw a wave, etc…Main ActivitiesExplain what a wave is, and how many sorts of waves there are. Put some examples.Introduce the wave equation. Draw it on the blackboard.With the proper materials, make some demonstrations of the properties of the waves to the students.Want to KnowStudents identify waves as something different than particles.Students can remember some properties.Students know that light and sound are waves.ReinforcementAssessmentHeteroAbility to distinguish between particles and wavesBeing capable of use a wave equationKnowledge of the characteristics of a waveInitialContinuousUnderstand the teacher’s explanations Be able to do the exercisesFinalWhen we finish the whole lessonSelf-AssessmentReflectionsMaterialsPrimaryBlackboardSchool bookNotebook/Paper Pen and pencilsSecondaryOthersComputerResourcesPrimaryYoutube or live experimentSecondaryMoodleOthersCross Curricular LearningUnit(s)ObservationsABSTRACTOur aim in this unit is to introduce the physical concept of wave to the students. This is quite a tough job since the student have worked all the years before with particles (i.e. a ball, a box or any other was considered as a point). However, understanding new (and, by the way, very common) phenomena such as light or sound requires the use of the concept of wave, which is completely different to the concept of particle. Waves have different effects such as reflection, refraction, and diffraction.This change is so big that we will only want the students to get the general idea, and make them have some interest about these phenomena. A more accurate study is accomplished in 2nd of Bachillerato. CONTENTWhat is a wave?Have you ever tried to throw a stone into a lake? Probably yes. What happens when you do it? Exactly, there appears a circle which moves in all direction making itself bigger and bigger. In Physics, when we make a system that was quiet suddenly change, we say that we perturb the system. So, when you throw that stone you are creating a perturbation. So, that what a wave is: a perturbation that propagates in the space. Or, in a more accurate way:A wave is a propagation of Energy which carries no matter.A wave carries no matter because if it would, the amount of water in the lake would change, but, if you think about that, it never does.Examples of waves are the light we see by our eyes, or the sound we hear by our ears.Types of waves XE "product" Basically, we have two different kind of waves according on the direction of the perturbation that the wave carries.Longitudinal waves: The perturbation takes place in the direction of the propagation. For example: the sound.Crossed waves: The perturbation takes places in the direction perpendicular to the direction of propagation. For example: the light.Wave equationIf we want to work with waves in a proper way, we will need to know how a wave can be mathematically expressed. The equation of a wave has the following form:It is very useful because you can know the value of the perturbation in any time and position. It depends on three different parameters:Amplitud A: gives an idea of how big the wave is.Angular frequency ω: Is the velocity of the vibration of the perturbation, it is closely related with de period of the wave.Number of waves k: gives an idea of the length of the wave.We can plot the equation to obtain:And we can observe that it has the shape of an oscillation. XE "mass" Properties of the wavesThe waves, as we have said before, present some different properties than the properties of the common particles. Basically, there are three properties: reflection, refraction, diffraction.Reflection: is the change of the direction of a wave when it comes across a separation between two medium and it returns back. An example of this is when you look at yourself on a mirror: the light rebounds on the mirror and it gets back so you can see yourself.Refraction: is the change of the direction of the wave that happens when the wave passes from one media to another (this is the difference with the reflection). When refraction takes place, the objects seem to distort. An example of this is the pencil in the glass of water:Image belonging to the Florida Center for Instructional Technology. University of South Florida. Copyright ? 2011-2017. Suitable for educational purposes.Diffraction: is the capacity that the waves have overcome obstacles, and keep on propagating. The reason why this happens is because every point of the wave behaves as an emitter focus. One proof of this effect is that you can hear a person who talks to you although you can’t see them, as the next picture shows. XE "energy" \b XE "Energy" \b XE "equation" \b XE "focus" \b XE "matter" \b XE "matter" \b XE "medium" \b XE "osillation" \b XE "period" \b XE "perturbation" \b XE "plot" \b XE "vibration" \b XE "wave" \b INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET XE "equation" \b XE "equation" \b XE "focus" \b XE "matter" \b XE "medium" \b XE "oscillation" \b XE "period" \b XE "perturbation" \b XE "plot" \b XE "vibration" \b XE "wave" \b GLOSSARY (A – Z)energynoune?n INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET r?ji?the power or capacity to produce changes.equationnounih?kweI?zh INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET n??[or]?i?kweI?zh INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET n?in mathematics, a statement using an equal sign to assert the equality of two quantities or expressions.focusnounfo?k INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET s?the point at which rays come together, or from which they seem to radiate.matternounmae?t INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET r?all substances that occupy space and can be seen, otherwise sensed, or measured; material stuff of the universe.medium?(media)nounmi?di? INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET m?an intervening substance or agency through which a force is effective.oscillationnouna?s INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET ?leI?sh INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET n?a single swing or variation in one direction by something that oscillates.periodnounpir?i? INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET d?a duration of time marked by the recurrence of a particular event.perturbationnounpuhr?t INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET r?beI?sh INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET n?the act of perturbing, or the condition of being perturbed.plot2transitive verbplat?to draw a plan, map, diagram, or other graphic representation.vibrationnounvaI?breI?sh INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET n?in Physics, the rapid motion of a particle or elastic substance around an equilibrium position when its equilibrium has been disturbed, or a similar movement of the particles of an air mass or the like, as in sound transmission.Principio del formularioFinal del formularioINDEX INDEX \e "" \c "1" \z "3082" Energy1equation1focus3matter1medium2oscillation2period2perturbation1plot2vibration1wave3APPENDIXESSELF-ASSESSMENTFirst of all, I would like to say that computering has always been a tough thing for me. I remember how I suffered the first years of my degree how I suffered trying to compile program of numerical calculus.Things haven’t got better for me, but I have to say that now that I’m finishing this module I realized that it can be a very interesting tool to work with the students. To be honest, I regret a bit having done all this project almost in the deadline, I think I could have taken more advantage of this course. But, on the other hand, I think I have improved my computer skills, learn about some new computer languages and, in the end, have been able to handle some tools that I didn’t expected, so I’m happy about that.DOUBLE BLIND PEER REVIEWFIRST REVIEWERSECOND REVIEWERResearch Best PracticesUniversity of Valencia Copyleft 2017 ................
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