"Acoustics" - Toolbox for Teaching

A MATLAB toolbox was developed both for teachers performing quick experimental demonstrations during lectures and for students practicing measurement and frequency analysis procedures. The conceptual purpose was to support fundamental acoustics courses with contents defined by the DEGA recommendation 102. All implemented functions and parameters are visible at once and quickly adjustable by a GUI without submenus. A user manual is provided with explanations of how to get started and how all implemented functions can be applied. The toolbox probably still contains bugs. All users are welcome to inform the author about their experiences and proposals for improvement. In future it is planned to convert "Acoustics" to the MATLAB app designer format as Mathworks announced GUIDE to be replaced. Useful extensions would be additional tabs containing animations of sound propagation phenomena or sound fields caused by different sources

Effect of pressure and mixing in Mild combustion

International audienc

Interaktion und Spracharbeit im bilingualen/immersiven Geschichtsunterricht: Zum Zusammenhang von Verbalsprache, Körpergestik und Notationspraktiken

Pitsch K. Interaktion und Spracharbeit im bilingualen/immersiven Geschichtsunterricht: Zum Zusammenhang von Verbalsprache, Körpergestik und Notationspraktiken. In: Ditze SA, Halbach A, eds. Bilingualer Unterricht (CLIL) im Kontext von Sprache, Kultur und Multiliteralität. Mehrsprachigkeit in Schule und Unterricht ; 9. Frankfurt/Main: Lang; 2009: 203-223.This text proposes an interactional and multimodal perspective on the communicational procedures in immersive history classrooms of advanced learners. Basing upon video-recordings from naturally occuring interactions it analyses the ways in which participants solve locally emerging lexical problems and investigates into their implications for the students’ self-organised appropriation of the foreign language. The analyses offer insights (1) into the interrelationship between verbal procedures and the students’ note taking practices and (2) the role of gestural display as a means of explaining unknown lexical items. Methodological consequences for further research as well as implications for an empirically based teacher training are highlighted