Research Best PracticesInstrumental Language and ICT Resources

Content and Language Integrated Learning

RESEARCH BEST PRACTICES

INSTRUMENTAL LANGUAGE AND ICT RESOURCES

FOR

CONTENT AND INTEGRATED LANGUAGE LEARNING

An Educational Proposal by Andrés Rubio Gaspar

CONTENT: Physics

LEVEL: Secondary Education

Research Best Practices CLIL and ICT Grouphttp://www.uv.es/clilUniversity of Valencia Copyleft, 2017 – Andrés Rubio Gaspar

WAVES

Table of content

BASIC DESCRIPTORS........................................................................................i

UNIT DESCRIPTORS........................................................................................................... i

LESSON DESCRIPTORS................................................................................................... iii

ABSTRACT..........................................................................................................ii

CONTENT............................................................................................................1

1. What is a wave?......................................................................................................... 1

2. Types of waves.......................................................................................................... 1

3. Wave equation.......................................................................................................... 1

4. Properties of the waves......................................................................................... 2

GLOSSARY (A – Z).............................................................................................4

INDEX...................................................................................................................6

SELF-ASSESSMENT...........................................................................................4

DOUBLE BLIND PEER REVIEW.....................................................................5

FIRST REVIEWER.............................................................................................................. 5

SECOND REVIEWER.......................................................................................................... 5

BASIC DESCRIPTORS

UNIT DESCRIPTORS

Educational Level(s) 4th ESOArea(s) Physics and ChemistryUnit(s) 7 WavesNumber of Lesson(s) 2

STUDENT LEARNING OUTCOMES (4CS FRAMEWORK)Content What is wave?

Which phenomena can be described as a wave? Mathematical description of a wave Properties of the waves

Cognition Recognize the differences between particles and waves

Identify the light and the sound as kinds of waves Handle a wave equation Understand the “new” properties and effects of the

wavesCulture Interest in the physical world around us

Consider the applications of understanding the waves

Communication Language for the Topic AND for InteractionCONTENT

OF (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 SYSTEM

FOR (HOW TO)

Present simple Use of causal linkers Asking and answering questions

COGNITION

THROUGH (WHY) Interaction teacher – student Interaction student – student

KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT)

01 Communication in the mother tongue02 Communication in foreign languages03 Mathematical competence and basic competences in science and technology04 Digital competence05 Learning to learn06 Social and civic competences07 Sense of initiative and entrepreneurship08 Cultural awareness and expression

TEACHING OBJECTIVES

Introduce the waves to the students Know the differences between particles and waves Know what and how a wave equation is

Explain the new effects that take place when waves interact

ASSESSMENT CRITERIA

HETERO Ability to distinguish between particles and waves Being capable of use a wave equation Knowledge of the characteristics of a wave

INITIAL Ask to the whole class about their ideas of what a wave is, how they would draw it, etc…

CONTINUOUS Questions during the class Day-to-day homework

FINAL Interactive questionnaire with multiple-choice answers

SELF-ASSESSMENT Interactive activities in moodleMATERIALS

PRIMARY School Book Blackboard Notebook/paper Pen and pencils

SECONDARY Computer or projectorOTHERS Calculator

RESOURCES

PRIMARY PDF in the moodle platformSECONDARY

OTHERS YouTube Experiments and

demonstrations in class

FINAL TASK(S) MOODLE TEST ON THE NET

LESSON DESCRIPTORS

Unit 7 Name: WavesLesson 1 Name: An introduction to the waves

LEARNING OUTCOMES (4CS FRAMEWORK)Content What is a wave?

Types of waves Wave equation Properties of the waves

Communication Vocabularyo Physical phenomenao Maths

Grammaro Present simpleo Use of causal linkerso Questions

Interactionso Teacher-Studento Student-Student

Cognition Recognize the waves around us Describe mathematically a wave Know the properties of the waves

Culture Co-operative work. Interest in the physical world around us

INTRODUCTION

ACTIVITIES

REVISION Think about how they would describe the light they see r the sound they hear

WARM UP ACTIVITIES

All together, try to look up the characteristics that, in their opinion, the waves have. Try to draw a wave, etc…

MAIN ACTIVITIES

Explain 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 KNOW Students identify waves as something different than particles.

Students can remember some properties. Students know that light and sound are

waves.REINFORCEMENT

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ASSESSMENT

HETERO Ability to distinguish between particles and waves

Being capable of use a wave equation Knowledge of the characteristics of a wave

INITIAL

CONTINUOUS Understand the teacher’s explanations Be able to do the exercises

FINAL When we finish the whole lessonSELF-ASSESSMENT

REFLECTIONS

MATERIALS

PRIMARY

Blackboard School book Notebook/Paper Pen and pencils

SECONDARY

OTHERS COMPUTER

RESOURCES

PRIMARY Youtube or live experimentSECONDARY MoodleOTHERS

Cross Curricular LearningUnit(s)Observations

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ABSTRACT

Our 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.

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Research Research Best Practicess Andrés Rubio Gaspar

CONTENT

1. What 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.

2. Types of waves

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.

3. Wave equation

If 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:

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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.

4. Properties of the waves

The 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

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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.

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Research Research Best Practicess Andrés Rubio Gaspar

GLOSSARY (A – Z)

energynoune n r ji 

the power or capacity to produce changes.

equationnounih kweI zh n  [or] i kweI zh n 

in mathematics, a statement using an equal sign to assert the equality of two quantities or

expressions.

focusnounfo k s 

the point at which rays come together, or from which they seem to radiate.

matternounmae t r 

all substances that occupy space and can be seen, otherwise sensed, or measured; material

stuff of the universe.

medium (media)nounmi di  m 

an intervening substance or agency through which a force is effective.

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oscillationnouna s  leI sh n 

a single swing or variation in one direction by something that oscillates.

periodnounpir i  d 

a duration of time marked by the recurrence of a particular event.

perturbationnounpuhr t r beI sh n 

the act of perturbing, or the condition of being perturbed.

plot2

transitive verbplat 

to draw a plan, map, diagram, or other graphic representation.

vibrationnounvaI breI sh 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.

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INDEX

Energy______________________________________________________________________________________1equation____________________________________________________________________________________1focus________________________________________________________________________________________3matter______________________________________________________________________________________1medium_____________________________________________________________________________________2oscillation__________________________________________________________________________________2period_______________________________________________________________________________________2perturbation_______________________________________________________________________________1plot__________________________________________________________________________________________2vibration____________________________________________________________________________________1wave________________________________________________________________________________________3

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APPENDIXES

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SELF-ASSESSMENT

First 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.

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DOUBLE BLIND PEER REVIEW

FIRST REVIEWER

SECOND REVIEWER

4

Research Best PracticesUniversity of Valenciahttp://www.uv.es/clil Copyleft 2017