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In this section you can watch animated videos of five of Shakespeare’s most famous plays. You can also read short stories and poems written by British authors.
FIS - Fernerkundung in Schulen
Tracing the Invisible
Within the thematic complex of the optics, satellite images apply exceptionally well. The physical basics of satellite remote sensing reach from the recording to the completed satellite image. The goal of the teaching unit "Tracing the invisible" is to convey the interrelations among the electromagnetic spectrum, reflect ion, absorption and the processes of recording and developing satellite images.
The teaching unit makes use of the computer’s potentials to effectively convey the subject matter by using and interaction. A computer-based interactive learning module allows a practical consideration of the thematic field and, thereby, shall ease the comprehension of the electromagnetic spectrum invisible for the human eye. Therefore, the pupils get the chance to visualise the spectrum’s infrared range in the satellite image by allocating a colour.
Furthermore, the computer-based learning module covers the following aspects of modern learning:
The module is science based and, thereby, fosters propaedeutic science learning
The module promotes a type of teaching that emphasises the students’ self-activity and self-responsibility. The module considers the students’ life reality. The computer is applied as work equipment. Students learn to use the computer as a tool instead of an information and entertainment medium. Furthermore, the pupils learn how to handle modern media and gain media competence.
The teaching unit Tracing the invisible is composed of three different parts: The first part introduces the pupils to the topic reflection by asking them to do trials on the reflection of different objects together with a virtual professor. This part aims at the characterisation of different objects with regards to their reflection patterns. To allow linkages to the everyday life, the first module part focuses on the range of visible light within the electromagnetic spectrum. In the second part, the pupils can then transfer the knowledge they acquired in the virtual lap to a satellite. The overriding goal of this second module part is the comprehension of a satellite’s mode of operation. Therefore, it revolves around the following question: How does a satellite transform the absorbed reflection signals to coloured picture information? In the last module part, the complete electromagnetic spectrum is in the focus and, thereby, the pupils learn about how satellites can process light information aside from the visible one.
The active and independent working with the teaching module provides room for intensive dispute on the topic. The comprehension is to be fostered primarily through the various interaction options, and, therefore, interactive tasks have been integrated into the module. The students need to comprehend the contents before being able to advance to the next module part by successfully completing a quiz. This quiz is considered an assistance to the pupils since they are not immediately confronted with the whole matter to prevent over-straining. After successfully completing a module part, the pupils may switch among parts and, thereby, are enabled to look up facts to solve upcoming questions.
It is recommended to work on the teaching units in small groups (2 persons) since the pupils can then reflect and discuss experiences and results together. Thereby, the pupils’ capacity for team work is fostered besides their linguistic competence. The pupils’ active involvement changes the role of the teacher to the one of a learning coach, supporting the learning process as a guide, supervisor, and tutor.
FIS - Fernerkundung in Schulen
Satellite images are a practical way to convey the set-up of digital pictures as well as the basics of digital picture processing. The Contrast learning module aims at an advancement of the pupils’ knowledge on digital image processing and data structure.
The module makes use of the computer’s scope in order to convey the topic involving animation and interaction. Dealing with this range of topics in a practical way by using a computer based, interactive learning module allows sustainable teaching. The teaching unit makes use of the computer’s capabilities to convey the topics using animations and interaction with lasting effects. Through practical learning with the interactive and computer-based module, the pupils ought to comprehend the differences between binary values and different bit-levels as well as the conversion of binary values into grey levels more easily.
In addition, the computer-based learning module covers the following aspects of modern teaching:
• The module set-up is science oriented and, thereby, fosters scientific propaedeutic learning
• The learning module fosters the lesson structure and focuses on the pupils’ self responsibility
• The module considers the pupils’ everyday life
• The computer serves as work equipment. Therefore, the pupils learn how to use the computer as a tool rather than solely as an information and entertainment device. Furthermore, the acquaintance with new media and, therefore, the pupils’ media competence is promoted
All in all, the teaching unit „contrast“ comprises three parts. The first part introduces the pupils to the general topic. The pupils can get acquainted with the set-up of images (columns, rows, pixels) with the provided high-resolution image. General information on the pictures’ set-up is included in the info box. The pupils ought to comprehend that a digital picture is comprised of pixels with each pixel representing particular colour information. Then, the pupils are asked to locate two defective pixels, correct their grey levels, and adapt their values to the surrounding pixels.
By actively and independently working on the learning module, the pupils are provided with a great number of opportunities to extensively deal with the topic. Thereby, the comprehension is fostered. This is guaranteed by the fact that the pupils may only advance to the next module part after having completed the exercises. The module set-up is regarded an assistance for the pupils since they are not confronted with the whole issue at once which could risk to overstrain the pupils.
It is recommended to work on the teaching unit in groups of two in order to provide the pupils the opportunity to reflect on and discuss their experiences and results together. Thereby, both linguistic and team competence are fostered. The active involvement of the pupils leads to a change in the role of the teacher. The teacher becomes a study coach who takes over the role of a companion, guide, and assistant.
Oxford Online English
Oxford Online English
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