This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Subject taught
- Math
- Physics
Language Skills Developed
- Interaction
- Listening
- Reading
- Speaking
- Writing
Transferable/Scientific Skills Developed
To observe , to understand ,to acknowledge the physic laws that regulate the phenomena and to reproduce them with simple experiments
Description
• General aims
The general aims are to develop the observation skills and the ability to make connections and suppositions. Also to work in a team enhancing their attitude and those of the others and learning how to manage conflict . To contribute common learning to realise group activities. To work in an independent and responsible way: to be able to fit in an active and conscious way in the social life and in this context to assert their rights and needs while recognising those of the others, the common opportunities, the limits, the rules, the responsibility.
• Linguistic aims
The linguistic aims are to teach students a correct scientific language . They will have to read or to watch and to understand a scientific article or video. They will have to use a correct language when they have to explain a scientific topic.
• Subject specific aims
The specific aims are to stimulate the curiosity of the students in order to introduce the reflection of the light and the laws that govern this phenomenon. The specific aims are to stimulate the ability of the students to give scientific explanations about the phenomenon observed and to use their curiosity in order to introduce the two laws of physics: refraction and reflection of light. The students will be motivated to reproduce the simple experiments that they have observed in the video .
• Target group age: 16/18 years old
• Level of competence in English (CEFR): B1/B2
• Time of the activity: 8/9 hours
• Different phases to complete the lesson plan
Phase one: Resources: Science Experiment | Physics | Reflection From a Plane Mirror and Reflection of light
One hour to show the first video and to introduce the light as a particular wave. Another hour to look at the second video that explains the reflection law. The teacher will have to stop the video to add explanations or to allow the students to take notes or to ask questions. If the teacher has previously had some lessons about the waves ( elastic waves) and he has already explained the characteristics: period, wavelength, frequency, speed, and so on, he can use this video to introduce the light as a particular wave ( sum of electromagnetic waves) and see that this wave acts like the other waves.
Phase two: Resource: Experiments on refraction, reflection and total internal reflection. Individual homework
One hour is needed to look at the on line lab, it can be stopped when necessary : when the students ask questions or when the teacher wants to focus on a particular topic . Another hour is needed to reproduce these experiments. The students are asked to find more experiments on line at home (homework).
Phase three: Resource Refraction.
One hour is needed to watch the video, it can be stopped when it is necessary. Another hour is needed for the lesson between the teacher and the students, to do some exercises and to watch the video a second time if necessary.
While watching the video, the teacher must stop it to add information or explanations and to allow the students to ask questions, to take notes about the topic and to copy the patterns.
The second hour is dedicated to formalise the topic ,to do some exercises about Snell’s law and to introduce the consequences of refraction.
Phase four: Resource “Reflection and refraction of light” and How rainbows form. Homework
Phase five: The video “Reflection and Refraction” and the gamification resource. Homework
• Possible difficulties for the students
Normally students have some trouble to understand the refraction of the light and Snell’s law. They find it difficult to understand why the light changes speed when it comes in from a medium to another and why the incident ray is bent. To overcome the problem, in one video it is used the example of the marching band and the students usually understand this phenomenon.
Teaching Resources (created)
Teaching Resources (reviewed)
Related Video Lessons