Jolie collection, mais à fouiller en classe!
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Review filed on 2010/07/29 13:24 by Christian Mercat. |
Pour le premier cas, le cadran schématisé est situé au Pôle Nord : il est donc simplement posé horizontalement sur le sol. Le gnomon dont on observe l'ombre est vertical, aligné avec l'axe de rotation de la terre (nous sommes dessus). Le soleil semble tourner autour de la terre alors qu'il est à peu près fixe sur la journée, mais c'est la terre qui tourne sur son axe. Pour un observateur sur terre, le soleil décrit donc un cercle dans le ciel, dans un plan perpendiculaire à l'axe et situé au-dessus du pôle Nord en été. L'ombre du gnomon, quand on fait tourner le soleil, fait donc un cercle également dans le plan. On peut donc repérer très facilement l'heure sur le cadran.
Quand on n'est pas au pôle Nord, il faut "s'y ramener" d'une certaine manière et aligner le gnomon avec l'axe de rotation de la terre.
Les notions sont assez difficiles mais importantes: le soleil quoique "très loin", a une direction qui, vue de la terre, décrit un cercle, alors que c'est la terre qui tourne sur elle-même (attention, on ne considère pas qu'elle tourne autour du soleil dans cet exemple!), le soleil étant fixe.
| This review is done without a trial in classroom. |
Usage conditions
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Hardware setup
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Learner organization
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More about the context of usage (free comments):
Update the selected educational level(s) for this resource.
Educational levels:
Cinquième de Collège.
Radio buttons: more on the left side to say that I don't agree, more on the right side to say that I agree
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I found easily the resource, the audience, competencies and themes are adequate |
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The theme is the one I was looking for | |
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The mathematical prerequisites are the one I want | |
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Technical prerequisites are adequate | |
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Trained competencies are adequate and complete | |
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Objectives are stated and clear | |
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Proposed implementation (classroom, beamer, individual work...) is suitable | |
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The duration is stated and appropriate | |
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The files are technically sound and easy to open |
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I can access the file | |
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I can open the file with my software of choice | |
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There are no bugs in the files | |
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The content is mathematically sound and usable in the classroom |
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The mathematics are valid | |
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The content is conform to the curriculum for that level | |
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The content is related to the objectives | |
Comments: Mais les notions brassées sont beaucoup plus vastes que simplement les angles! | ||
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Translation of the mathematical activity into interactive geometry is coherent |
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The math and the figures are related | |
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The figure is behaving consistently within the activity | |
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The figure shows no ill effect | |
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The numerical values (angles, lengths) are consistent | |
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Functionalities and specific behaviors like sliders, keyboard interaction or macros are well described | |
Comments: Je n'ai pas compris comment faire bouger la latitude du cadran. | ||
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In this resource, Interactive Geometry adds value to the learning experience |
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I can produce drawings which are clear and sharp | |
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Different configurations are easily produced | |
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Helps the user to explore, experiment and conjecture | |
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Conjectures can be visually validated | |
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Different representations can be compared | |
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Leads to understand geometric relations rather than numerical values | |
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The activity can not be transposed to paper and pen | |
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Interactive geometry helps reaching the pedagogical goal | |
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Dragging around, you can illustrate, identify or conjecture invariant properties | |
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Dragging around, you infer dependency relations among objects | |
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This activity helps me teach mathematics |
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The students (will) get readily to the point | |
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Hints are given on ways to make the students start | |
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Students initiatives are fostered | |
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Some reports and students snapshots help me foresee the situations that arise | |
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I am helped in identifying resolution strategies, whether correct or invalid, that the students may choose | |
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The feedbacks from the software are discussed and actions to use them are proposed | |
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The feedbacks help the students reach understanding | |
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Remedial actions with respect to expected dead-ends are described | |
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Actions to help the students change strategies are proposed | |
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Advice to determine how and when to synthesize findings is given | |
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How, when and who validates the conclusions are described | |
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The overall activity and what takes place, what are the expected benefits and other possibilities are described | |
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I know how to set my class for this activity |
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The possible configurations (one computer per student or beamer or personal work) are described | |
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Different roles and phases are described | |
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The exchange of information, for conjectures, validations, conclusions are described | |
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A schedule of the activity is proposed | |
Comments: Pas si facile que ça à organiser... | ||
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I found easily a way to use this activity in my curriculum progression |
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The activity benefits later in the classroom | |
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The activity relates easily with my usual teaching | |
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It helps to understand the mathematical notions at work | |
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The experiments they made provide an introduction to the next topic | |
Comments: Mais ces réflexions dépassent de beaucoup le programme... | ||
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The resource is user friendly and adaptable |
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The amount of information is satisfactory | |
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The information is clearly presented | |
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Elements of the resource can be modified to adapt it to one's needs | |
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