ELEMAG.docx
- 1. Teacher Grade Level Grade 10 Learning Modality Face to Face Topic Electromagnetic Induction Learning Competency Explain the operation of a simple electric motor and generator ( S10FE- IIj-54) The teacherhasusedBloom’s taxonomy in writing learning objectives. Based on the cognitive dimensions adopted from Anderson & Krathwohl (2001), it provides a scheme for classifying educational goals,objectives andstandardsandstandards. Specific Objectives define electromagnetic induction and explain the factors that affect the induced current through a conductor demonstrate the generation of electricity by movement of a magnet through a coil construct a prototype that will apply the principle of electromagnetic induction Show self-reliance when working independently and cooperate in group activities (display teamwork). RESEARCH 8: The learners should be able to conduct an actual experiment and use research logbook properly (SSP-RS9-CAE2-II-i-m-4) (Extend) ENGLISH 10: Using words and expressions that emphasize a point. ( ENG10G-Id-26) (Extend) SCIENCE 9: Explain the operation of a simple electric motor and generator( S10FE- IIj- 54) (Explore, Explain & Elaborate) Citingpractical applicationof the science conceptsusingthe local setting. Understandingthe importance andrelevanceof electromagnetic inductioninindustries. Providingconcrete orreal-life applicationsof electromagnetic induction. The studentswill be exposedtovariedlearning experiences.Thisisapplying the ExperientialLearning Theory". The focus of this theoryisexperience,which servesasthe main driving force in learning,as knowledge isconstructed throughthe transformative reflectiononone's experience (Baker,Jensen, & Kolb,2002). Values Integration Cooperation Determination Open- mindedness Self- Reliance Accordingto the Departmentof Education (n.d.) website,character educationisdefinedasa learningprocessthat enablesstudentsandadults ina school communityto understand,care aboutand act on core ethical values such as respect,justice,civic virtue andcitizenship,and responsibilityforself and others.Thusa setof morally desirable traitsexistsand these traitsshouldbe BLOOM’S TAXONOMY EXPERIENTIAL LEARNING THEORY THEORY OF MORAL DEVELOPMENT Learning Across Curriculum Localization/ Indigenization Making Connections
- 2. purposefullytaughtin schools(Editorial Projectsin EducationResearchCenter, 2004; McClellan,1999; Prestwich,2004). Project Watch Instilling students the value of honesty and time consciousness by checking who come to school 20 minutes before the first class in the morning. (Preliminaries) (The teacher should be a role model , thus come to school earlier than the students). Social learningisalso commonlyreferredtoas observational learning, because itcomesaboutas a resultof observingmodels. Bandura ( 1977) believed that behavioritself influencesboththe person and the environment,each of whichinturn affects behaviorandeachother PRELIMINARIES Opening Prayer Video Presentation of Class Rules (These rules are also posted in front of the room for students to be reminded from time to time.) a. Enter the classroom quietly. b. Begin work on time. c. Stay on task. d. Listen while others speak. e. Complete work on time. f. Follow directions at all times. g. Use appropriate language. h. Keep hands, feet, objects to self. Checking of Attendance Submission of Assignment Establishing specific routines formanagingmaterials,time, instruction, and student behavior helps increase instructional time and student involvement in appropriate learning activities. ( Brophy & Good, 1986; Mercer & Mercer 1983; Polloway & Patton, 1993). ELICIT (AccessPrior Knowledge) PedagogicalApproach/TeachingStrategy1:The use of Mobile Appsfor Science ( KahootInteractive Game) Task 1 – Review Instructions: 1. OpenyourKahootMobile Appor go to kahoot.itusingyourcomputerorcellphone. 2. ClickEnter. Withthe use of Kahoot Interactive game,the teacherhas maintained learningenvironmentthat nurture and inspire learners to participate,cooperate and collaborate incontinued learning. Kahoot! is a tool that motivates and activates students' learning because it can test their knowledge, reiterate important concepts, and help them KAHOOT INTERACTIVE GAME SOCIAL COGNITIVE THEORY CLASSROOM MANAGEMENT PROCEDURES
- 3. Developmentof a positive, nurturing environment(by removing negative stimuli fromthe learning environment). Thisis applying the principle of Behaviorism. 3. Enter your nickname andclick OK, go!Button. REMINDERS : Kahoot!hasa filterinplace thatimmediatelyremoveswords that are deemed universally inappropriate.When you try to use one of these words, your nickname will be changed automatically to a neutral word. If anyone in the room joins with an inappropriate nickname, I have the option to simply “kick out” the player from the Kahoot! game. I will just hover overthe nickname soit’scrossedoutandpressclicktoremove the name. ReviewQuestions 1. What type of energy comes out of a generator? a. thermal b.Potential c. Electrical d.Mechanical 2. What two forces are required for generators and electric motors towork? a. electricity and thermal b. magnetism and radiant c. magnetism and thermal d. electricity and magnetism 3. Which device uses mechanical energy to produce electrical energy? a. magnet b. generator c. solar Cell d. electric motor 4. Whichdevice can be usedto determinethe polarityof an unmarkedmagnet? a. a chargedglassstirringrod b. a gold-leaf electroscope c. a sprinkle of ironfilings retain information. It also providesthe teacherwiththe ability to further create class discussion and student-to- studentinteraction. Studies found that Kahoot! positively affected the excitement, engagement, learning experience and efficiency of the students (Antoniou,Mbah,&Parmaxi, 2016; M. A.-A.; Ismail & Mohammad, 2017; Leung & Pluskwik, 2018; Licorish et al., 2018; Zarzycka-Piskorz, 2016). Majority of students perceived that Kahoot! increased their motivation and enjoyment in the classroom (Alario-Hoyos, Estévez-Ayres, Kloos, & Villena-Román,2017; Students are eager to experiment with different technologiestosupporttheir learning, largely because they are skilled in the use of mobile technologyandenjoy usingapplicationsandgames designed for such devices (Prensky2001). Assessment is no longer functioning as a single purpose tool tobe utilizedby the end of the unit to determine the potential of the learners that “Who Got It?” but its functioning is much effective as a tool to reach and teach all the students (Oberg, 2010). Profound teachers often provide their learners with equal opportunities to expresspriorknowledge ina timely manner and find it highly important to assess the learners’currentlevelof understanding and analyze the learning gap in its relation to the upcoming learning stage, lesson, theme, or concept. To PRE- ASSESSMENT BEHAVIORISM THEORY
- 4. Operant conditioning, sometimes referredtoas instrumental conditioning, whichwas introducedbyB.F. Skinnerisa methodof learningthat employsrewards and punishments for behavior. Accordingto this principle, behaviorthatis followedby pleasant consequencesis likelytobe repeated,and behaviorfollowed by unpleasant consequencesis lesslikelytobe repeated ( Thorndike, 1898). d. an improvisedcompass 5. What is formedwhenawire inan electric circuitis wrappedaroundaniron core producinga magneticfield? a. magnet b. generator c. electricmotor d. electromagnet Givingof prizes( ballpen) tothree highestscorers. determine the needs of the learner as an exceptional individual(Gardner,1983),it is imperative to create a relationship between the learner’s previous learning and the new learning (Vygotsky,1978). This relationship is very important,anditplaysavital role in bridging the gap, especially when a learner’s learning needs improvement. ENGAGE (Get the students’ minds focused on the topic ) Pedagogical Approaches/Teaching Strategies: Cooperative Learning, Use of Video Clip, Use of Realia Task 2 : Hitting two birds in one stone: Producing electricity while burning calories Ask one of the students to pedal a bike and let the rest of the students observe what happens. Call a volunteer to share his/her and answer. What energy transformation takes place in the scenario? Task 3 : Video Clip Analysis Show a video clip to the students showing how pedaling Using realia stimulates the mind, and it encourages creativity by involving the senses in the learning process.Realiasavestime,as learners can recognize an object immediately, thus lengthy explanations are no longer necessary. Realia“can be used as a valuable resource which fosters creative and active learning and Promotes motivation” (Bably&Majid,2011). THE USE OF REALIA OPERANT CONDITIONING
- 5. a bike generates electricity. Click this link Free Electric: The Bicycle That Wants To Fix India’s Power Problem - YouTube Ask the students to answer the following questions: What have you learned from the video? What is that name of that device that converts mechanical energy into electrical energy? Do you know that this device operates using the principle of EMI? What is EMI? How can you demonstrate EMI in the classroom? Using realia will generate interest and it will help to create an atmosphere that is conducive to learning.The use of realia( mountainbike) can make the learning experience more memorable and create connections. For in-person classes, it adds a kinesthetic element for people wholearnbetterwith hands-on activities. It provides a visual aid to engage students. Additionally, realia is more dynamicthan a writtenword or flashcard used to teach a concept. EXPLORE (Provide studentswitha common experience) Pedagogical Approach/TeachingStrategy3: Cooperative Learning ,The Use of Virtual Science Labs (PHET Interactive Simulation,DifferentiatedInstruction Task 4 Faraday’sElectromagneticLab Presentthe activitytobe undertakenbythestudents.Theymay opt fordoingthe activityindividuallyorbypairor bygroup. Presentthe rubricforScoring.( See Rubricsattached). Remind students that they have only 20 minutes to complete theirchosentask. The teacher will make an effort to move throughout the room rather than stay in one spot, scan the room regularly, and interact with a range of students rather than staying with one group. Strategicallymove closertothose whoare not focused, which provides them with a non-verbal reminder to stay on task. Monitor student interest, engagement and participation. (Use a non- verbal communicationstrategy.) FARADAY’SELECTROMAGNETIC INDUCTION Learning Objective In thissimulationactivityyouwill be able to investigate the factorsaffectingmagnitude of induced electromotive force andcurrent. Background Information Michael Faraday (1791-1867) a British Chemist and Physicist conducted an experiment on a loop of which is connected to a sensitive voltmeter and a magnet. He moved the magnet toward the loop,and he observed that the reading in the voltmeter value changes from zero to non-zero. In his experiment, he confirmed that a moving More than 1200 studies comparing cooperative, competitive, and individualistic efforts have found that cooperative learning methods improve students' time on tasks and intrinsic motivation to learn, as well as students' interpersonal relationships and expectations for success (Johnson&Johnson,2009). Teaching was differentiated by directing different levels of questioning to different students depending on their readiness. These ensure that all students are able to participate, and furthermore, ensure that they experience success when contributing to class discussions. Constructivismisalearner- centeredphilosophythat emphasizeshandson learningandstudents COOPERATIVE LEARNING CONSTRUCTIVISM
- 6. magneticfieldisnecessaryforelectromagneticinductionto occur. In thisactivity,youwill dothe same experimentbutthis time youwill use simulatedbarmagnetandcoil.As you do the experiment try to analyze visually how the different factors affects the magnitude of induced EMF and the magnitude of inducedcurrent. Faraday’s Electromagnet Lab You can access the simulator here: https://phet.colorado.edu/sims/cheerpj/faraday/latest/faraday. html?simulation=faraday You can also go directly to your desktop and open faraday_en.jnlp Faraday’s Electromagnet Lab is composed of four simulation’srelatedtoelectromagnetism.Inthisactivityyouwill use the pickup coil simulation,whichcanbe foundinthe second tab of the simulator. Whenyou openthe pickup coil tab you can see a setup shown below: You can see the adjustable elements on the right tab of the simulator. The tab labeled Bar Magnet shows the adjustable magneticstrengthandpolarityreversal.Youcanalsochoose here tovisuallyshowthemagneticfieldanddirectionandthe strength of magnetic field using the field meter. Below this tab is the Pickup coil in whichyoucanmanipulate here the elementsof the coil. You can choose what type of indicator to use, the indicator identifiesthe strengthof the inducedEMFpresentinthecoil.You can alsoadjustthe loopareaandnumberof loopsinthistab.And lastly, to identifythe motion of the induced current check the show electrons box. The electrons are represented as gray spheresinsidethe coil. PROCEDURES: activelyparticipatingin lessons.Constructivists believethatstudents should be able to discoverlessons on theirownthroughhands on activitybecause itisthe mosteffectwayof learning and isconsideredtrue learning. In thispart, studentswere doinghandson learningand activelyparticipatedinthe lesson. The studentswere able to investigatethe factors affectingthe magnitude of inducedelectromotive currentby engagingina simulationactivityinavirtual laboratory. Virtual laboratoriesprovide simulatedversionsof traditional laboratories referringtoa learner- centeredapproachinwhich the learnerisprovidedwith objectsthatare virtual representationsof real objectsusedintraditional laboratories. Virtual laboratoriesmay contribute toteachingand learningprocessesbygiving studentsthe opportunityto learnby doing,providing themwithintriguingand enjoyable activitiesurging themto discover,and guaranteeinganactive classroominteractionby meansof discussionsand debates(Lkhagva, Ulambayar,& Enkhtsetseg, 2012). The use of virtual laboratoriescanoffer studentsthe opportunityto investigatesituationsthat cannot be testedinreal time VIRTUAL LABORATORIES
- 7. Part A. Inducing voltage and current ina coil. ► Add a field meter to the default screen and drag that field meterso it measuresthe magneticfieldinthe middle of the pickupcoil.Yourscreenshouldlooksomethinglikewhatyou see to the right,on Screen1. Whenthe lightbulblightsupitindicatesthe electricityhas beengenerated. Grabthe magnetand move itaround and observe whathappenstothe strengthof the magneticfield and to the lightbulb. Basedon yourobservationswhat conditionsmusthappenforelectricitytobe generated. Clickthe galvanometerpointeratthe rightside of the bulband observe if there isadeflectionornon- deflectionof the galvanometer’spointerinthe conditionsgivenbelow.Puta check √ markif youobservedadeflection, Xif nondeflectionis observed. a. What doesitmean whenthere isdeflectionof the galvanometerpointer b. What doesit meanwhenthere isnon- deflectionof the galvanometerpointer? c. Basedon your observationswhatconditionsmust happenforelectricityto be generatedorcurrentto be induced? Part B. Amount of inducedvoltage and current vs rate of magnetic fieldchange ► Move the magnetback andforth,fast and thenslow. What general rule canyou make about the speedof the magnetand amountof currentinduced? Part C. Amount of inducedvoltage and current vs strength of the magnetic field ► Leave the magnetinjustone place andusingthe slide onthe rightcontrol panel of the applet,change the strengthof the magnet. Change the strength.Observe the amountof electricitythatisgenerated. Whatgeneral rule canyou make aboutchangingthe strengthof the magnetand the amountof current induced? Part D. Amountof inducedvoltage and current vs number of turns ► Change the numberof loopsand thengenerate electricityby changingthe magneticfield. Whatgeneral rule canyou make Condition Coil With outa Magn et Magne t is Movin g into the Coil Magn et is at rest Inside the Coil Magnet is Moving Out of the Coil Galvanometer pointer’s deflection or non-deflection by speedinguporslowing downtime (Aldrich,2005). Theyare alsobeneficialto studyadvancedconcepts such as relativityand experimentationthatwould not be studiedorrealizedin traditional laboratory settings(Aldrich,2005, Reese,2013, Scheckler, 2003). Virtual laboratoriesofferavisual contextfornumerous abstract conceptsand provide notable visualization and graphical analysis abilities(Wieman&Perkins, 2005). PhET can help the students learn the concepts, improve their problem solving skills, build their confidence to lessen their fears in Physics, developing self-reliance and improving test scores. With this, it is highly suggested that Physics and Science educators make use of PhET to improve education because according to Jonassen&Reeves ( 2016) and Kent&Mcnergey ( 1999), supporters of technology implementation have argued that computer technology can be effective in changing traditional teacher centered classroom to a more constructivist student-centeredclassroom PHET SIMULATIONS
- 8. aboutthe numberof loopsinthe pickupcoil andthe amount of currentinduced? Part E. Amount of inducedvoltage and currentvs the coil orientation ► Move the bar magnetalongone of the coilsandobserve the magnitude of the galvanometer pointer’sdeflectionorthe brightnessof the bulb.Comparethisdeflection tothatwhen the barmagnetmovesacross(intoorout)the coilat approximately thesame speed. Recordyourobservations.How wouldyoucompare behaviorof the galvanometerpointer whenthe magnetmovesalongthe coil andwhenthe magnet movesacrossthe coil? After performingthisactivity, prepare for a group presentation.Presentyour answers to the guide questionsbelowbasedon the observationsin the activity. 1. How wouldyoudefine electromagneticinduction? 2. What are the factors that affectthe amountof current inducedthrougha conductor?Explain how eachfactor affectthe amount of currentand hence voltage (EMF) inducedina conductor bya changingmagneticfield? UsingBloom'sTaxonomy, the questionsin the activity are structuredtoallowfor studentstoengage inhigher orderthinkingprocesses. EXPLAIN (Teach the concept. Should include interaction between teacher and students) Pedagogical Approach/Teaching Strategy 3: Differentiated Instruction Task 5 Sharing of Outputs Each group will be given 3 minutes to present their output. The group will present their outputs through various creative presentation styles. The students are given the freedom to choose what presentation style are they going to employ. These are some suggested presentation styles: DifferentiatedInstructions With process differentiation, how students learn are differentiated. In grouping students based on their individual readiness or to complement each other is one way to accomplish process differentiation. BLOOM’S TAXONOMY MULTIPLE INTELLIGENCES THEORY
- 9. a. role playing ( Bodily / Kinesthetic) b. broadcasting ( Verbal – Linguistic) c. the use of Powerpoint Presentation ( Visual/Spatial) d. Mathematical Problem ( Mathematical /Logical) e. Singing ( Musical) The students from other groups will be rating the group presentation based on the accuracy of ideas and concepts presented, collaboration, and timeliness. (See Rubrics attached) The rate of each group will be given after each presentation. The teacher provides varied learning opportunities, such as they were given freedom to choose what presentation style are they going to use . These styles are well aligned with the learners’ individual and group learning needs, and engages learners to participate, cooperate, and collaborate in continued learning. Differentiatedteaching providespathstolearningso that the classroombecomes a ‘goodfit’for varied learners(Adami,2004). Constructivismisastudent- centeredphilosophythat emphasizeshandson learningandstudents activelyparticipatingin lessons.Constructivists believethatstudentsshould be able to discoverlessons on theirownthroughhands on activitybecause itisthe mosteffectwayof learning and isconsideredtrue learning. In thispart, studentsasked to presenttheiroutputs dependingontheirchosen presentationstyle.They activelyparticipatedinthe activity. ELABORATE (Students apply the information) Task 6 : DESIGN THE BEST GENERATOR Using what you have learned with the pickup coil, you will now design the best generator ever (that the sim will allow!). Open the generator tab and look at the simulation to see how it works. Do some experimenting. Feel free to investigate whatever you need. Make a list of the characteristics you think it should have below. Task 7 : APPLICATIONS OF EMI IN DAILY LIFE Well knowneducational psychologists Piagetand Bruner, stressedthat learningshouldbe focused on active learning,active inquiryand discovery. CONSTRUCTIVISM ACTIVE LEARNING
- 10. Cite real- life applications of EMI in daily life such as the use of different appliance at home that operate applying the principles of electromagnetic induction. With the use of a PHET Interactive Simulation, wrap up the discussion on what EMI is and the factors that affect the amount of induced current. Address presented misconception of the learners during their explanations. EVALUATE (How will you know the students have learned the concept) Task 8 : ASSESSMENT Ask the students to get a one fourth sheet of paper and answer the questions that follow. They only need to write the letter of the correct answer. 1. A magnet moves inside a coil. Consider the following factors: I. strength of the magnet II. number of turns in the coil III. speed at which the magnet moves Which can affect the electromotive force(emf) induced in the coil? a. I only b. II only c. III only d. all three factors 2. What transformation can take place in an improvised generator? a. mechanical energy into electrical energy b. electrical energy into mechanical energy c. alternating current into direct current d. direct current into alternating current 3. All of the following are true about the strength of The magnetic field except _ a. Induced voltage is greater when the magnetic field is stronger. b. The strength of magnetic field increases as the number of loops of wire is increased c. The strength of magnetic field is independent of the speed of the rotation of the coil. d. An increase in magnetic field yields more number of line of force cut by the loops of conducting wire. 4. When the rate of motion of the same coil of wire is increased through the same magnetic field, the wire will move across the magnetic lines . a. faster, producing less induced current Formative assessment is defined by McManus (2008, p. 3) as a process in which teachers and students provide feedback during instruction to organize the learning and teaching process in order to increase student achievement. According to Miller and Lavin (2007), formative assessment can be viewed as a valid and vital part of the blendingof teachingand assessment. Formative assessments inform teachers about whether the students have learned and they have an indicator qualification for how the teachers should plan their next lessons (Wuest & Fisette,2012). FORMATIVE ASSESSMENT
- 11. b. slower, producing less induced current c. faster, producing more induced current d. slower, producing more induced current 5. What is meant by electromagnetic induction a. It is a phenomenon of inducing a resistance in a conductor by changing the magnetic field near the conductor. b. It is a phenomenon of inducing a voltage in a conductor by changing the magnetic field near the conductor. c. It is a phenomenon of inducing a voltage in a conductor by making the magnetic field stationary near the conductor d. all of the above Task 9 Learning Beyond Classroom (REFLECTIVE THINKING) Instruct the students to accomplish this task at home. Homework 1: e-Science Journal Write a reflective essay on “Why I do I need to learn about electromagnetic induction? (100-150 words only). Use your knowledge and skills acquired in your English class on expressing thoughts in writing correctly. This activity aims to seek your insights. Hence, you are hereby prohibited from copying from the internet or any other sources (printed or digital). For rubrics, please refer to our Facebook group for details. Outputs will be evaluated using a plagiarism check tool. Share your output by posting it on our Facebook group on or before December 20, 2021, with hashtags #electromagnetic induction #physicsworks #2ndquarter Task 10 : Creating a Prototype : Work Like an Engineer You are an Engineer working at the North Wind Power Development Corporation in Bangui Bay, Ilocos Norte. Your former high school teacher in Manila has just invited you to speak in her physics class to inspire her students to pursue STEM related careers. Wanting to make a good impression, you decided to do a simple demonstration of how wind energy is converted into electrical energy, instead of just simply telling the kids what you do. As you scoured for scraps in your workshop, you found a box that would help you with your problem. Kerka(1996) pointsout that journal writingisconsidered to be a critical aspect of knowledge processing and that it helps the learners to “articulate connections between new information and what they already know” (p.2). This technique helps students to enhance their learning as they have the opportunitytothinkand reflect on what they have learnt. Wilson(1996) defines constructivistlearning environments as ‘a place where learners may work together and support each otherastheyuse avarietyof tools and information resources in the guided pursuitof learninggoalsand problem-solving activities’ (p.5). The constructivist teacher help the students through problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their REFLECTIVE THINKING: JOURNAL WRITING CONSTRUCTIVISM
- 12. Your best friends, volunteered to help you out with the preparations and the polishing of your presentation. Use the engineering process design in constructing your device. (See Rubric Attached) Task 11: The Use of Six Thinking Hats Use the De Bono’s thinking hats to reflect on the tasks given and the results: Ask the students the following guide questions: a. What stages did go through as you solve the problem? b. What information do you need to know to be able to solve the problem? c. How did you feel as you solve the problem? d. What challenges did you meet? e. What are your important insights as you solve the problem? f. How did you overcome the challenges? g. Is the time to solve the problem enough? h. How do you rate your prototype based on the performance rubric given to you? knowledgeinacollaborative learningenvironment ( Bruner,1966). Creatinga prototype greatly develops the higher order thinking skills of the students. In addition to what was mentioned above, in the activity which asks the studentstoweareachof the Six Thinking Hats in turn, they can gain a rich understanding of the issues they face in the creation of the prototype –andthe best ways forward. They are also encouraged to be fully involved in the decision- makingprocess. Wilson (1996) defines constructivistlearning environments as ‘a place where learnersmaywork together and support each otheras theyuse a variety of tools and information resourcesinthe guided pursuitof learninggoalsand problem-solving activities’(p.5). Rubrics on EXPLORATORY TASKS # 4 AND 5 Criterion Excellent (5) Very Good (4) Good (3) Satisfactory (2) Needs Improvement (1) ACCURACY OF CONCEPTS AND IDEAS PRESENTED (Level of the correctness of the concepts and ideas presented) The thoughts and ideas presented are all correct. Concepts and ideas presented have 1 to 2 error/s. Concepts and ideas presented have 3 to 4 errors. Concepts and ideas presented have 5 to 6 errors. Concepts and ideas presented have more than six errors. SIX THINKING HATS
- 13. PRESENTATION (The manner of delivery used by the members of the group when presenting their outputs) The group presentation meets all of the following five indicators: (1) easy to understand; (2) well- organized; (3) unique/ creatively done; (4) interesting; and (5) relevant to the topic given. The group presentation meets 4 of any of the following five indicators: (1) easy to understand; (2) well- organized; (3) unique/ creatively done; (4) interesting; and (5) relevant to the topic given. The group presentation meets 3 of any of the following five indicators: (1) easy to understand; (2) well- organized; (3) unique/ creatively done; (4) interesting; and (5) relevant to the topic given. The group presentation meets 2of any of the following five indicators: (1) easy to understand; (2) well- organized; (3) unique/ creatively done; (4) interesting; and (5) relevant to the topic given. The group presentation meets 1of any of the following five indicators: (1) easy to understand; (2) well- organized; (3) unique/ creatively done; (4) interesting; and (5) relevant to the topic given. COLLABORATION (Level of participation between and among the members of the group ) All members have actively participated and contributed in completing the assignedtask. One member of the group didnot actively participate and contributed to completing the assignedtask. Two members of the group did not actively participate and contributed to completing the assignedtask. Three members of the group did not actively participate and contributed to completing the assignedtask. More than three members of the group did not actively participate and contributed to completing the assignedtask. TIMELINESS (Proper management of the allotted time in completing the assigned task) The group finished the assigned task at least a minute before the allotted time. The group finished the assigned task within the allottedtime. The group finished the assigned task for more than a minute of the allottedtime. The group finished the assigned task for more than two minutes of the allottedtime. The group finished the assigned task for more than three minutes of the allottedtime. Rubrics on Assessing Essay ( EXTEND ) Indicator Very Good (20 pts) Good ( 15 pts) Fair (10 pts) Need Improvement (5 pts) Quality of Writing Piece was written in an extraordinary style and voice Very informative and well-organized Piece was written in an interesting style and voice Somewhat informative and organized Piece had little style or voice Gives some new information but poorly organized The piece had no style or voice Gives no new information and very poorly organized Grammar, Usage & Mechanics Virtually no spelling, punctuation or grammatical errors Few spelling and punctuation errors, minor grammatical errors Several spelling, punctuation or grammatical errors So many spelling, punctuation and grammatical errors that it interferes with the meaning Rubrics on Assessing Task # 8 ( EXTEND ) Excellent 10 pts Acceptable 8 pts Needs Improvement 6 pts Notes: (N/A)
- 14. Overall Appearance Aesthetics Excellent The model is verywellput together. The effort put intomaking the model is clearly apparent. Aesthetics were thoroughlyconsidered and prototype displays craftsmanshipand proficient use of available tools andresources. Acceptable The model is assembled properly. The effort put intothe prototype is satisfactory. Aesthetics were considered, however there are areas where lines, edges, and components couldbe tidiedupor better organized. There is a satisfactoryuse of tools andresources to complete the prototype. Needs Improvement The model is poorlybuilt andfalls apart. The prototype lacks apparent effort andconsiderationof aesthetics. Lines are rough, edges do not meet, andcomponents are not arrangedinanorganized manner. Prototype demonstratesa lack of proficiencywithtools and resources. Notes: Creativity/ Innovation Excellent Completelynewidea or significant improvement upon existingtechnology. Innovative. Prototype demonstratesa sophisticateduse ofthe engineer's designprocess to developa trulyunique solution. Acceptable Minor improvement on existingtechnology. ModeratelyInnovative. Prototype demonstrates the satisfactoryuse of engineer's designprocess to developor embellish upon technology. Needs Improvement No improvement uponexisting technology. Lacking innovation. Prototype demonstratesthat the engineer's designprocess was not used. Notes: Functionality Excellent Prototype is fully functionalandmeets the criteria and constraints of the project. Prototype demonstrates maximaleffort withlittle to no compromise of the aesthetics of the product. Acceptable Prototype is partially functionalandmeets many, but not all, the criteria and constraints of the project. Prototype demonstrates satisfactoryeffort, however the functionality comes at the expense of aesthetics. Needs Improvement Prototype is not functionaland does not meet the the criteriaor constraints of the project. Prototype demonstrateslittle effort andneither functionality nor aesthetics are achieved. Notes: Apparent Effort Excellent Student's designwas difficult andfinishedthe model witha great amount of effort and problemsolving. Prototype demonstratesa commitment inside and outside of the classroom. Demonstrates a significant improvement upon mockup design. Acceptable Student put fortha good amount of effort but the model still looks like it could have a little more time spent on it. Prototype demonstrates that prototype was worked onduringclass time, only. Demonstrates a moderate improvement upon mockup design. Needs Improvement There was noeffort apparent in puttingtogether the model. It was constructedinthe least amount of time with easyconstruction practices. Prototype demonstratesthat time inside andoutside of the classroomwas not spent efficiently. Demonstrates little to no improvement uponmockup design. Notes: Relevance to Audience Excellent The project fulfills a meaningful need. Solves a real world Acceptable The project fulfills a need. Solves a problemthat only affects a handful of Needs Improvement The project does not fulfilla need. Solves a problemthat onlyaffects oneself.
- 15. problem. Apparent useof the engineer's designprocess of identifya problem relevant to a significant audience. people. Cursoryuse of the engineer's designprocess to identifya problem relevant to a niche market. No apparent use of the engineer's design process to identifya problemrelevant to others. Activity Sheet 1-Video Clip Analysis Task 3 - Video Clip Analysis Instruction: Watch a video clip titled : Free Electric: The Bicycle That Wants To Fix India’s Power Problem - YouTube 1. Discuss and answer the guide questions with your group mates or you’re your partner. You may write your final output on Cartolina or use PowerPoint presentation. Guide Questions: 1. What is the video clip all about? 2. What is the most important concept you have learned from the video presentation? REFERENCES Adami, A.F. (2004). Enhancing students’ learning through differentiated approaches to
- 16. teaching and learning: A Maltese perspective. Journal of Research in Special Educational Needs, 4(2), 91-97. Anderson, K.M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51(3), 49-54. Bender, W.N. (2012). Differentiating instruction for students with learning disabilities: New best practices for general and special educators (3rd Edition). Thousand Oaks, CA: Crowin. Brualdi, A. (1998). Gardner’s theory. Teacher Librarian, 26(2), 26 Lambert, N., & McCombs B. (1998). Learner-centered schools and classrooms as a direction for school reform. In N. Lambert, & B. McCombs (Eds.) How students learn: Reforming schools through learner-centered education.(pp.1-22). Washington, DC: American Psychological Association. Jonassen, D.H., & Reeves, T.C. (1996). Learning with Technology: Using computers as cognitive tools. In Jonassen, D.H. (Ed). Handbook of research on educational communications and technology (Vol.1.) (pp. 693-719). New York: Macmillan Kent, T.W. & McNergney, R.F. (1999). Will technology really change education from blackboard to web. Thousand Oaks, OCD: Corwin Press. Inc. W.K. Adams. (2010). Student engagement and learning with PhET interactive simulations. Il nuovo Cimiento. Societa Italiana di Fisica. (Pp 1-12)