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Identifying Behavioral Indicators, Student Achievement Levels, and Student Development Measures

P31


+ Then, the teacher asks students to list the necessary details and tools -> Students can list: Thin, transparent plastic pieces; 502 glue, knife, scissors.

- Step 2: Guide students to propose manufacturing steps

+ The teacher asks students to repeat the general steps to manufacture a technical product:

Machining of main parts; Joining of main parts; Fixing of parts;

Complete other details;

Operate, check, and adjust (if necessary) tools.

+ Then, the teacher asks students to base on the general steps mentioned above and the listed tools to come up with a diagram of the steps to make a water tank.

wish 1

- Measure and cut plastic sheets;

- Make holes in 2 plastic sheets so that water can be poured in.

wish 2

Glue the plastic sheets together;

wish 3

Attach the newly created TK to a hard plastic plate;

wish 4

Fill the tank with liquid; Check operation,

edit (if necessary).

Activity 9: Homework (3 minutes)

a. Operational objectives:

- Students can apply the knowledge they have just learned in the lesson to expand their understanding of related phenomena in reality.

- Students can make water tanks.

- Students can state the criteria for evaluating self-made technical products.

P32


b. Organization of activities

- Teachers set up communication channels with student groups to support students;

- Teachers require students to: Have a notebook to record activities, results, or even equipment damage during the manufacturing process; take photos or record videos during the manufacturing and operating of the tools.

- Teachers guide students on criteria to evaluate technical products made by students themselves and evaluate the manufacturing process:

+ Safety during implementation: This is an important factor and is highly weighted. Safety is demonstrated in ensuring the safety of members, supporting tools and the surrounding environment during the process of manufacturing and operating the tool.

+ Implementation time: Suitable for the time assigned by the teacher (for this task, the time is 1 week)

+ Product feasibility: The product must work.

+ Aesthetics: The balance of the size of the details, the correlation of the colors of the parts, the connection points of the details are moderate and neat.

+ Creativity: Expressed through size, color, connection points of details, arrangement of details, and materials used to make the product.

STT

Criteria for assessment

price

Dark spot

Multi

Group Points

self-assessment

GV Score

Evaluate

Midpoint

jar

1

Safety

3




2

Real time

presently

2




3

Feasibility

of the product

2




4

Feasibility

of the product

2




5

Creativity

1




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Identifying Behavioral Indicators, Student Achievement Levels, and Student Development Measures


- The teacher asks students to make the product and prepare a product report in the next class next week.

P33


- The teacher asks students to study the content of lesson 35 in advance. "Practice: Determine the focal length of a diverging lens".

IV. TEACHING EXPERIENCES

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Lesson 35. Practice: Determining the focal length of a diverging lens (lesson 1)

I. LESSON OBJECTIVES

1. Knowledge:

- Identify the purpose and theoretical basis of the experiment.

- State the steps to conduct the experiment according to the agreed plan.

2. Attitude:

- Have team spirit, active in activities.

- Be honest, careful, scientific and creative in activities.

4. Determine behavioral indicators, required levels of student achievement and measures to foster student learning ability

a. Determine the behavioral indicators of NLTHTN and the level of achievement required of students

The corresponding target levels are shown specifically in Rubric P.3.

- HV1. M4. Determine the purpose of the experiment;

- HV2. M2. Proposed experimental plan;

- HV14.M3. Proposed manufacturing tools.

- HV15. M4. Determine the materials and tools required for fabrication.

- HV16.M3. Proposed manufacturing steps.

b. Identify measures to foster students' natural talents

Measures used to foster the HV indexes of NLTHTN in the lesson "Practice: Determining the focal length of a diverging lens (lesson 1)" include:

- Measure 1: Use natural resources to foster students' natural ability;

- Measure 3: Guide students to make experimental equipment;

- Measure 4: Innovate the assessment of students' learning outcomes in the direction of fostering self-learning ability.


II. PREPARATION OF TEACHERS AND STUDENTS

1. Teacher preparation

- Study the content of the practice lesson and refer to other relevant documents.

- Identify student objects.

- A set of TN is provided as shown in Figure 1, including the following tools:



Device Name

Quantity

Unit

1

1000 mm long optical stand with mm scale

1

Female

2

Converging lens

1

Female

3

Diverging lens

1

Female

4

Lighting 12V-21W

1

Female

5

Power supply 12V-3A

1

Female

6

Object AB has the shape of number 1 and is located in a round hole.

1

Female

7

Screen

1

Female

8

Sliding base for mounting lamp, object, 2 lenses and screen

5

Female

- A self-made experimental set to measure the focal length of the microscope as shown in Figure 2, including the following tools:



Device Name

Quantity

Unit

1

Stand

1

Female

2

Diverging lens

1

Female

3

Round bar 10 mm

3

Bar

4

Light catcher 200x250mm

1

Female

5

150x150mm light shield, with hole in the middle

round 57 mm

1

Female

- Student study sheets, student evaluation sheets, teacher evaluation sheets of students' natural ability.

Table P.3. Rubric for assessing natural science students on the lesson "Practice: Determining the focal length of a diverging lens (lesson 1)"


Behavioral indicators

Expresses the level of quality

Point


HV1. Determine the purpose of TN.

- Determine the focal length of the lens

Identify yourself quickly.

4

It is stated but slow.

3

State the purpose according to the teacher's instructions.

2

The purpose of TN cannot be stated yet.

1


HV2. Proposed TN plan.

- Combine the coaxial optical system with the optical system to create a real image of the object through the optical system.

- Measure focal length TKPK by method

mirroring

State one of the two ideas above quickly.

fast

4

Can be stated but still slow

3

Stated with teacher support.

2

TN plan has not been proposed yet.

1


HV14. Proposed manufacturing tools.

- Focal length measuring tool by shadow method.

Can name the tools by yourself

quick

4

Identify the tool as a prism.

water but still slow.

3

Suggested tools are not suitable, not yet

feasible, need teacher reorientation.

2

Cannot suggest tools to make, need detailed instructions

of GV.


1

HV15. Identify the materials and tools needed.

- Base, shaft,

- Light shield with hole for placing TKPK,

- Ball reception from TKPK.

- Joints to rotate the screen and TK easily.

- Measuring ruler

- 502 glue, knife, scissors,

State your full name and purpose.

of the details.

4

Can name and purpose of materials and tools but missing, including: Base, shaft, light shield, screen,

measure


3

List some materials and tools

Thanks to the support of the new teacher, it is complete.


2

Name and purpose unknown

of materials and tools needed.

1

HV16. Proposed manufacturing steps.

- Step 1:

+ Base design:

+ Shaft design:


Self-suggested four steps of manufacturing


4


+ Light shield:

- Step 2:

+ Attach the shaft to the base;

+ Attach the light shield to the shaft.

+ Attach the ruler to the screen.

- Step 3:

+ Adjust the screen and shield parallel to each other, then fix them;

+ Check the adjustment of the increase or decrease of the distance between the TKPK and the screen, adjust the tilt of the shield to be perpendicular to the light beam.

- Step 4: Let sunlight shine through; Check operation

dynamic, edit (if necessary).


Self-suggest at least step 1, step 2 and step 3.


3


Propose manufacturing steps with guidance from the teacher.


2


Cannot suggest manufacturing steps, need teacher to give specific detailed instructions.


1


- Prepare lesson plans.


Figure 1. The TKHT focal length measuring set is equipped with


Figure 2. Self-made TKPK focal length measuring set

2. Students:

- Review the properties of images created by different types of lenses.

- Study the practice content in advance.

III. ORGANIZING LEARNING ACTIVITIES

A. WARM UP (5 minutes)

Activity 1: Create a situation that creates the need to conduct an experiment (5 minutes)

a. Operational objectives:

Create a task that students cannot complete immediately, and to answer, students need to conduct experiments. From there, stimulate, create interest, and attract students to participate in the process of activities to be able to solve the task.

b. Organization of activities

Step 1: The teacher gives each group 1 telescope and 1 parallel telescope, asks students to distinguish between the two types of telescopes and state the focal length of each telescope (Note that the focal length is written on the horizontal telescope, the parallel telescope is not).

Step 2: Teacher calls on group representatives to answer.

Step 3: Then the teacher poses the question: How to determine the focal length of the convex lens?


B. FORMING NEW KNOWLEDGE (35 minutes)

Activity 2: Determine the purpose and propose a research plan (15 minutes)

a. Operational objectives:

- Students state the purpose of the experiment.

- Students can propose experimental options.

- Compare the feasibility of experimental options.

b. Organization of activities

- Step 1: The teacher asks students to state the purpose of the experiment.

-> Students state the purpose of the experiment: Determine the focal length of the telescope.

- Step 2: Teachers guide students to propose experimental options.

+ The teacher asks students to state the formula for calculating the focal length of a lens. After students state the formula again, the teacher asks: So can the focal length (f) of a lens be determined by directly measuring the distance from the object to the lens (d) and the distance from the image to the lens (d')?

-> HS: The image of the object created by the optical illusion is a virtual image so d' cannot be measured, therefore f cannot be determined.

+ Then the teacher asks students to rely on the optical properties of the convex lens, convex lens, study the textbook, discuss in groups and propose a solution to determine the focal length of the convex lens.

-> Students present solutions as in the textbook.

+ The teacher shows the Optical Experiment set provided as shown in Figure 1, asks students to observe and list the tools of the experiment set.

+ Teacher gives other options:

Shadow method: Let sunlight (or light from a flashlight) shine through the lens onto a flat surface, measure the diameter of the lens and the diameter of the shadow obtained on the flat surface, measure the distance from the lens to the flat surface. Then the focal length of the lens is determined by the following formula:

r

AM MB f ,

AH HC f hr '

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