OCTOBER 21st 2014 CARLA CARDANO

1. OCTOBER 21st 2014 CARLA CARDANO III LECTURE TITLE: Come scegliere il materiale da inserire nel percorso CLIL e come adattarlo: un esempio testuale e un video. L’importanza di includere i vocaboli significativi: analisi lessicale ed esempi rilevanti. Espressioni e vocaboli che è bene conoscere

2. How to choose the didactic material to use in the CLIL path, and how to adapt it: a text example and a video. The importance of including key words: lexicon analysis and remarkableexamples. Expressions and words that must be known.

3. About the didactic material….. Most students do not enjoy starting their science on the computer…..

4. ….and make excuses: -we did not find this and that, it did not come out…- As a precautionary choice, it would be a good idea to have a printed book to start with. It would be much easier for the teacher too. Afterwards, students would enjoy and love science on computer and on the web!

5. Sources of didactic material: Books, on line books, encyclopedias, websites • An example of a set up text Videos • Examples of chosen videos Lexicon Some examples

6. Available paperbooks Original books: • http://education.cambridge.org/eu/subject/science/biology • http://education.cambridge.org/eu/subject/science/chemistry • TEXTBOOKS: look for information on line • No Earth science books Books in English, adapted from original ones: proposed by editors in view of CLIL implementation: very few so far. Others: Brakethroug to CLIL (only for physics so far) ebooks@cambridge websitesofar only a few, but improving fast

7. Our collegue Paola Arcaleni is using the following book with a second class (scientific high school): every student has the book. http://education.cambridge.org/eu/subject/science/chemistry/cambridge-igcse-chemistry-%28fourth-edition%29/cambridge-igcse-chemistry-coursebook-with-cd-rom-%28fourth-edition%29

8. When students have no book you have to prepare a text: • NEVER WRITE IT YOURSELF AS A RULE • Choose from: • real paper books • and /or • on line (didactic) material: on line textbooks, on line encyclopedias, … websites….

9. Some available “on line textbooks” Chemistry virtual textbook http://www.chem1.com/acad/webtext/virtualtextbook.html On-Line Biology Bookhttp://www2.estrellamountain.edu/faculty/farabee/biobk/biobooktoc.html On line textbook (biology, with biochemistry and biotechnology) http://apps.cmsfq.edu.ec/biologyexploringlife/units/%2F../text/

10. On line encyclopedias… • Wikipedia in english: on scientific topics, it is reliable, well done, updated (not so, as far as the italian version is concerned) • Britannica Encyclopedia: cd and on line access (payment required); it is reliable, well done, updated. • Microsoft Encarta. Last version: 2009 (or 2014?). It is available for free download. It is easier than the other two, suitable for secondary 1st grade students.

11. Websites Look for the subject you want and try to understand if the website is reliable. Reliable websites belong to: • Universities • Colleges, • a Museum (Natural History Museum: http://www.nhm.ac.uk/ ; American Museum of Natural History: http://www.newyorkpass.com/ • others. It is difficult to generalize • http://www.pearsonschool.com/index.cfm?locator=PSZu6g&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSolutionId=&PMDbCategoryId=814

12. I will use examples from chemistry as it is a common subject for most of you

13. How to set up the text on ATOMIC MODELS Look for and select appropriate sections of texts (passages) concerning the topic. Make the text fit for your class: • simplify according to both the level of English and science; split in paragraphs, underline, use bold type (scaffolding) • Use differentcolours fordifferent subtopics (here the different atomic models) and keep using them • Add pictures

14. Plum Pudding Model by Thompson 1904 Ernest Rutherford. PLANETARY MODEL 1913 Billiard ball model by Dalton 1803 Bohr Model or orbit model 1922 Electron cloud model or Quantum MechanicalModel (1926) , proposed by Louis de Broglie & Erwin Schrodinger.

15. Comparison between “before” and “after” scaffolding Source for the first part: http://en.wikipedia.org/wiki/Atomic_theory ………………………….. First evidence-based theory[edit] Near the end of the 18th century, two laws about chemical reactions emerged without referring to the notion of an atomic theory. The first was the law of conservation of mass, formulated by Antoine Lavoisier in 1789, which states that the total mass in a chemical reaction remains constant (that is, the reactants have the same mass as the products).[2]The second was the law of definite proportions. First proven by the French chemist Joseph Louis Proust in 1799,[3] this law states that if a compound is broken down into its constituent elements, then the masses of the constituents will always have the same proportions, regardless of the quantity or source of the original substance. John Dalton studied and expanded upon this previous work and developed the law of multiple proportions: if two elements can be combined to form a number of possible compounds, then the ratios of the masses of the second element which combine with a fixed mass of the first element will be ratios of small whole numbers. SMALL INTEGER, changed FOR making the students USE new words

16. The birth of modern chemistry • Near the end of 1700, two laws about chemical reactions emerged. The first was the  law of conservation of mass, formulated by Antoine Lavoisier in 1789, which states that the total mass in a chemical reaction remains constant (that is, the reactants have the same mass as the products). •  The second was the  law of definite proportions. First proven by the French chemist Joseph Louis Proust in 1799,  this law states that if a compound is broken down into its constituent elements, then the masses of the constituents will always have the same proportions, regardless of the quantity or source of the original substance. • John Dalton studied and expanded upon this previous work and developed the law of multiple proportions: if two elements came together to form more than one compound, then the ratios of the masses of the second element which combine with a fixed mass of the first element will be ratios of small integers.

17. The three laws in italian are called LEGGI PONDERALI (from latin pondus = weight) Dalton established his atomic theory and atomic model starting from those laws • http://web.neo.edu/rjones/Pages/1014new/Lecture/chemistry/chapter_8/pages/history_of_atom.html Solid sphere model or Billiard ball model

18. John Dalton’s theory Dalton proposed that • each chemical element is composed of atoms of a single, unique type which cannot be altered or destroyed • All the atoms that make up the element have the same mass or weight. • Atoms can combine to form more complex structures (chemical compounds) • chemical reactions involve the rearrangement of combinations of atoms

19. Some more scaffolding…. CONNECT DIFFERENT PARTS, (HERE ONE MODEL TO THE NEXT), MAKING THE CONNECTION VISIBLE: • ..But Dalton’s model did not explain.. • Research went on, as scientists kept findind new data………….. • Why the next model? • But soon another model was proposed Why again another model?

20. But Dalton’s model did not explain: Electrification by friction (amber, glass, … ) Existence of alfa and beta radiation Why dissolved salts allow the easy passage of electric currents through the water.  Research continued for nearly a century and ………

21. experiments by J. J. Thomson in 1897 led to the discovery of the electron Thomson concluded atoms are made of positive cores and negatively charged particles within it. He developed the Plum Pudding Model. This model shows that the electrons are surrounded by a "pudding" of positive charges to balance the negative charges.

22. Plum Pudding Model1904

23. Research went on, as scientists kept findind new data………….. • Thomson's plum pudding model  was disproved in 1909 by one of his former students, Ernest Rutherford, who discovered that most of the mass and positive charge of an atom is concentrated in a very small fraction of its volume, which he assumed to be at the very center (CORE) • In the gold foil experiment, Hans Geiger and Ernest Marsden  (colleagues of Rutherford working at his behest) shot alphs particles at a thin sheet of gold, measuring their deflection with a fluorescent screen.  Most alpha particles passed through the gold sheet without significant deflection but a small fraction of the alpha particles experienced heavy deflection. • This led Rutherford to propose a PLANETARY MODELl in which a cloud of electrons surrounded a small, compact nucleus of positive charge. Only such a concentration of charge could produce the electric field strong enough to cause the heavy deflection.]

24. Rutherford’s experiment

26. Rutherford’s model (planetary model), 1913. It pictured the atom as a miniature solar system with the electrons moving like planets around the nucleus

27. Why the next model? INFLUENCE BY Max Planck (quanta) and Einstein (photons) Experimenthal results from hydrogen spectra

28. Bohr Model or orbit model, “quantized” the orbits (1922) shell

29. Electrons orbit the nucleus in orbits that have a set size and energy. • The energy of the orbit is related to its size. The lowest energy is found in the smallest orbit. • Radiation is absorbed or emitted when an electron moves from one orbit to another. Integer: intero Just as children cannot hover between two steps on a staircase, Bohr suggested that electrons cannot hover between two energy levels in the atom.  http://en.wikibooks.org/wiki/High_School_Chemistry/The_Bohr_Model (in PICTURE)

30. But soon another model was proposed Why again another model? • Because of new results from experiments: Wave Nature of Electron • Because of Uncertainty Principle by Heisenberg

31. In 1926 Erwin Schrödinger, an Austrian physicist, took the Bohr atom model one step further. This atomic model is known as the quantum mechanical model of the atom. Schrödinger used mathematical equations to describe the likelihood of finding an electron in a certain position. Unlike the Bohr model, the quantum mechanical model does not define the exact path of an electron, but rather, predicts the odds of the location of the electron. This model can be portrayed as a nucleus surrounded by an electron cloud. Where the cloud is most dense, the probability of finding the electron is greatest, and conversely, the electron is less likely to be in a less dense area of the cloud. Thus, this model introduced the concept of sub-energy levels.

32. Electron cloud model or Quantum MechanicalModel (1926) , proposed by Louis de Broglie & Erwin Schrodinger. The new model abandoned the idea of precise orbits, replacing them with a description of the region of space, called ORBITALS, where electrons were most likely to be found Shading shows probability of finding an electron

33. SOME REFERENCES • http://en.wikipedia.org/wiki/Atomic_theory • http://www.abcte.org/files/previews/chemistry/s1_p6.htmlAmerican Board for Certification of Teacher Excellence • http://cell-atom.blogspot.it/

34. Glossary: again, a way of scaffolding Words used in English with quite a broader meaning: • SHELL • CORE

36. The tough central part of various fruits, containing the seeds. Core The dense metallic or rocky central region of a planet Palaeontology: Many fossils of shelly organisms have had the original hard parts dissolved away.  In such cases, the fossil itself is an impression of the outside of the shell (external mold) or an impression of the inside of the shell (internal mold).  core A cylindrical sample of rock, ice, sediments or other material obtained by boring (bore: scavare) with a hollow (agg: cavo) core drill.(trivella, trapano)  in italian: carota

37. core/kɔː(r)/noun a central and often foundational part usually distinct from the enveloping part by a difference in nature <the core of the city> Medical Definition of CORE : the central part of a body, mass, or partcore/kɔː(r)/▶verb remove the core from (a fruit). Other meanings: • Archaeology: a piece of flint from which flakes (schegge, scaglie per tagliare) or blades have been removed. • the central part of a nuclear reactor, which contains the fissile material • piece of soft iron forming the centre of an electromagnet or an induction coil

38. Words that have unusual plural forms, due to their origin atom Nucleus; nuclei Spectrum; spectra Quantum; quanta Data cell

39. Translations may be different or have a different meaning (L’italianizzazione può essere all’origine di equivoci, fraintendimenti, incomprensioni, spesso di brutte figure. E’ bene essere allerta per un’evenienza del genere, imprevedibile. )

40. O’Hara in “Gone with the wind”: Rossella ? Scarlett

41. Other remarkable examples

42. Le leggi ponderali: It is only an Italian denomination

43. Plum pudding or Christmas Pudding has been translated into “panettone”

44. Uncertainty Principle is Principio di indeterminazione C.Mari - M.T. Zanola, La lingua italiana e la meccanica quantistica, in A. Nesi - D. De Martino, Lingua Italiana e Scienze, Accademia della Crusca, Firenze 2012, pp. 223-238.

45. Other words worth noticing Integer: whole number: 1, 2, 3, …… In italian intero, numero intero Odds as a plural noun: PROBABILITY …predicts the odds of the location….. Most known: odd (adj) as strange, and oddity (noun).

46. Discrete : noncontinuous, detached, disconnected, separate, free, single, unconnected  In italian: discreto, distinto, separato, intervallato, isolato,discontinuo

47. Another meaning, the same spelling Discrete: fair, adequate, fairly good, reasonable. In italian: più che sufficiente, di un certo valore. 6+/7

48. Another meaning, the same pronunciation different spelling: double e ! Discreet /dɪs’kriːt/ not likely to be seen or noticed by many people, prudent. In italian: riservato, prudente, circospetto

49. How to choose a VIDEO The web is a good source of videos but it is a bit of a jungle !!! You have to watch the video first….. FOR EVALUATION, THEN YOU HAVE TO LOOK AT SUBTITLES, if any, to see if they are correct.

50. Here are some videos on the atom What's in an atom? Protons, Neutrons, Electrons 2.26 min, http://www.youtube.com/watch?v=LdWonERbS7Y&feature=related subtitles OFTEN WRONG Atomic Models 3.26minAccent very difficult to understandhttp://www.youtube.com/watch?v=dqAlkxWgd5k subtitles OFTEN WRONG Making Molecules with ATOMS http://www.youtube.com/watch?v=PMH3dmn0WmE subtitles OFTEN WRONG (Adam instead of atom !)