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IED LA CHUCUA SCHOOL MORNING SHIFT PHYSICS – ENGLISH INTEGRATED PROJECT 9TH GRADE 2012 Name: ____________________________ Group: _____ Date: __________

HOW OFTEN A NUMBER APPEARS WHEN A PAIR OF DICE IS RELEASED?

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GOAL: At the end of the lesson students will be capable to produce a lab report of an experiment, after changing variables, and observing and finding data. AIMS: CONTENT AIM: To test the release the pair of dice to calculate the frequentness and the trend. LANGUAGE AIM: To express findings using simple past sentences. CLIL AIM: To design a power point presentation, including a draft of a lab report LEARNING OBJECTIVE: To compare previous knowledge, a theory and an experiment, through registering data in charts, using this data in presenting a report and share their findings through a power point presentation. ASSESSMENT CRITERIA: Students include the report of the lab session, following the structure and organization in class. In this report, they show clearly their findings, comparing with the theory previously taught, and using simple past tense sentences.

I. WARMING UP Write in your words the meaning of the following terms: • Frequentness: ________________________________________________ • Trend (fad): _____________________________________________________ II. BEFORE THE LAB SESSION A. You need • A pair of dice


B. Consider the following • In this experiment, you will release the pair of dice between 150 and 200 times. • You will count the amount of times that each Lumber (the sum) sets down • Draw this chart in order to fill the data in.

RELEASE OF THE DICE The sum

Quantity

Average deviation

Percentage

Pie chart angle

Total

150-200

0

100%

360“

III. LAB SESSION • • • •

Release the pair of dice 150 times at minimum and put your data in the chart. Using the simple rule of three, calculate the percentage and pie chart angle of each collected data. Use the equation of measures of central tendency to calculate arithmetic mean, median and trend. Calculate the average deviation, simply subtracting the quantitative data with the arithmetic mean.

IV. ADDITIONAL THINGS TO DO • • •

What are the numbers that should be more set down? What are the numbers that should be less set down? Support your answers.

If you have several sets of data, the best way to plot a graph in a histogram form is: • •

Plot a graph of quantitative data (side axis) vs qualitative data (bottom axis). Draw bar on the sum to the value indicated in the chart.

If you have several sets of data, the best way to plot a graph in a pie chart form is: •

Plot a circumference and uses protractor ruler to divided into portions according to its appropriateness.

V. FINDINGS A. What do you conclude? __________________________________________ B. Now, write your conclusion using SIMPLE PAST: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


VI. WRITING THE DRAFT OF THE LAB REPORT

Use the findings and the sentences done above to write the draft of your report. Remember how a LAB report is organized.

REFERENCES Pople, S. (1994). Co-ordinated science physics. Oxford: Oxford University Press. Pople, S. (1994). Co-ordinated science physics activities. Oxford: Oxford University Press. Hobby Projects (1999 – 2011). Physics Glossary Terms Dictionary and Definitions Directory. Retrieved July 30, 2011, from Hobby Projecs, from:

http://www.hobbyprojects.com/physics-glossary-terms-dictionary.html                                                                    


IED LA CHUCUA SCHOOL MORNING SHIFT PHYSICS – ENGLISH INTEGRATED PROJECT 9TH GRADE 2012 Name: ____________________________ Group: _____ Date: __________

HOW MUCH TIME A PAPER AIRPLANE FLIES?

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GOAL: At the end of the lesson students will be capable to produce a lab report of an experiment, after changing variables, and observing and finding data. AIMS: CONTENT AIM: To calculate the time the paper airplanes take when they are throw. LANGUAGE AIM: To express findings using simple past sentences. CLIL AIM: To design a power point presentation, including a draft of a lab report (glogster) LEARNING OBJECTIVE: To compare previous knowledge, a theory and an experiment, through registering data in charts, using this data in presenting a report and share their findings through a power point presentation. ASSESSMENT CRITERIA: Students include the report of the lab session, following the structure and organization in class. In this report, they show clearly their findings, comparing with the theory previously taught, and using simple past tense sentences.

I. WARMING UP Write in your words the meaning of the following terms: • Flight: _________________________________________________________ • Aerodynamic: ____________________________________________________ II. BEFORE THE LAB SESSION


A. You need • 4 sheets of letter-size paper • Chronometer, 1/100 seconds B. Consider the following • In this experiment, you will throw each paper airplane between 20 and 30 times. • You will take the chronometer to register information for each throwing. • Draw this chart in order to fill the data in (one for each plane).

THROWING OF THE AIRPLANE Paper Airplane

Time of flight

Average deviation

Percentage

Pie chart angle

Total

Average

0

100%

360“

III. LAB SESSION • • • • • •

Make 4 paper airplanes according to the models suggested in the websites. Throw each paper airplanes 20 times at minimum, take the flight time and put your data in the chart. Using the simple rule of three, calculate the percentage and pie chart angle of each collected data. Use the equation of measures of central tendency to calculate arithmetic mean, median and trend. Calculate the average deviation, simply subtracting the quantitative data with the arithmetic mean. Calculate scattering measurements.

IV. ADDITIONAL THINGS TO DO • • • • •

What is the airplane that should have more flight time? What is the airplane that should have less flight time? Support your answers. If you use half of the sheet, how much time the airplanes will take compared to those made with the whole paper? Make the experience.

If you have several sets of data, the best way to plot a graph in a histogram form is: • •

Plot a graph of quantitative data (side axis) vs qualitative data (bottom axis). Draw bar on the sum to the value indicated in the chart.

If you have several sets of data, the best way to plot a graph in a pie chart form is: •

Plot a circumference and uses protractor ruler to divided into portions according to its appropriateness.

V. FINDINGS A. What do you conclude? __________________________________________


B. Now, write your conclusion using SIMPLE PAST: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

VI. WRITING THE DRAFT OF THE LAB REPORT

Use the findings and the sentences done above to write the draft of your report. Remember how a LAB report is organized.

REFERENCES http://www.origami-kids.com/avionesdepapel.htm http://www.avioncitosdepapel.com/ Pople, S. (1994). Co-ordinated science physics. Oxford: Oxford University Press. Pople, S. (1994). Co-ordinated science physics activities. Oxford: Oxford University Press. Hobby Projects (1999 – 2011). Physics Glossary Terms Dictionary and Definitions Directory. Retrieved July 30, 2011, from Hobby Projecs, from:

http://www.hobbyprojects.com/physics-glossary-terms-dictionary.html


IED LA CHUCUA SCHOOL MORNING SHIFT ENGLISH - PHYSICS INTEGRATED PROJECT 9TH GRADE 2012

HOLDING A POWER POINT PRESENTATION ABOUT AN EXPERIMENT

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Objective:

To learn how to design a presentation of a lab report using Power Point, as a way to help students prepare upcoming oral presentations.

Materials:

Workshop, dictionary.

Preparation:

Analysis of models in terms of vocabulary, key expressions, grammar and organization.

WARMING UP

1. Discuss with your classmates in the group about the most important elements in a presentation. Write them down: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2. Why these aspects are important in a power point presentation?


a. Motivation: _______________________________________________________ __________________________________________________________________

b. Information: ______________________________________________________ __________________________________________________________________

CREATING THE PRESENTATION

A. A lab report presentation in power point must have the following elements: a. Title: Name of the experiment. b. Introduction: You explain the objective and the hypothesis. c. A body: You explain the step-by-step of the experiment. It must include pictures, graphs and voice recordings. d. A conclusion: You explain the findings and their analyses. It must also include pictures, graphs and voice recordings. B. An effective presentation: a. Have a look at these slides and analyze them in your group: 1. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________


2. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

b. Preparing the slides:

1. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________


2. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ 3. _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________

Write other recommendations, based on teacher’s explanation: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

MAKING DECISIONS: Make the DRAFT of your power point presentation (you can use the other side of the paper)


Reference: University of the Sacred Heart, Department of Humanities (n.d.) Guidelines for oral presentations [Power Point Presentation]


CLIL GUIDES 1st TERM