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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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ILO：Students can operate the simulation software and explain the factors that affect the Doppler effect based on the simulation results.

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Generate things to say to motivate the secondary school students in Taiwan on the first day of school, CEFR A2 taking the bilingual courses. In a markdown table, one column is English, one column zh-tw Chinese. Instead of improving English skills, emphasize the benefits and potentials of using English to learn and learn to use English in bilingual [social science] classes.

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視覺: 生活現象影片、物理實驗影片
手勢:可用在右手定則
聲音:都卜勒效應示範
空間: 路徑長、位移

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http://physics.bu.edu/~duffy/HTML5/doppler.html

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The Doppler Effect

Source velocity (in units of the speed of sound)

Observer velocity (in units of the speed of sound)

This is a simulation of the Doppler effect. You can set both the initial position and the velocity of the source (the small blue dot). and the initial position and the velocity of the observer (green rectangle), and then see the pattern of waves emitted by the source as the waves wash over the observer. The source emits a frequency of 100 Hz when the source is at rest. fo represents the observed frequency (the one heard by the observer).

Simulation first posted on 1-27-2017. Written by Andrew Duffy

This work by Andrew Duffy is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This simulation can be found in the collection at http://physics.bu.edu/~duffy/classroom.html.
The counter has been running on this page since 8-13-2018. The number of people accessing the page since then is:

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Source velocity (in units of the speed of sound)

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https://www.youtube.com/watch?v=LvJAV6le2No

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Cognitive skills:
1.描述都卜勒效應現象
2.說明都卜勒效應的產生條件
3.都卜勒效應如何應用在科技上

Actions:
1.完成課堂學習單
2.操作都卜勒效應模擬軟體
3.小組討論-嘗試使用都卜勒效應說明測速照相機的運作原理

Monitoring & feedback:
1.觀察學生是否正確操作模擬軟體
2.請學生嘗試使用都卜勒效應說明測速照相機的運作原理

Active involvement:
1.小組討論
2.小組發表

Outputs:
1.完成課堂學習單
2.小組發表-簡單敘述模擬結果
3.小組發表-使用都卜勒效應說明測速照相機的運作原理

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ODIR
Orientation:提供背景知識、介紹主題、與前課連結
Delivery:教師進行定義/說明/比較/評論,學生發表/演示/回答
Interaction:小組討論、解題、評論
Recap:小結、總結、派作業

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課程設計五大要點: Action、Outputs、Monitoring & Feedback、Active involvement、Develop cognitive skills

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觀念
1.雙語教學不等於全英教學
2.英文是工具，要讓學生習慣使用英文進行學習
3.以學科為本的雙語教學，老師要能講清楚要能讓人聽得懂

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9天的課程改變我雙語教學的想法：

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9天的課程改變我雙語教學的想法：

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My Reflection: 今天課程中改變我想法的是... Something in today's session that changes the way I think about...

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My Reflection: 今天課程中改變我想法的是... Something in today's session that changes the way I think about...

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9天課程影響我雙語教學的實踐：

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9天課程影響我雙語教學的實踐：

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Your bilingual journey is not just about academic growth; it's about personal development and empowerment. English will be your ally in the pursuit of knowledge, enabling you to express your ideas with confidence and impact. Let curiosity be your guide and let English be your voice!