**Documenting Initial Ideas**\\
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Explain that the students will be documenting their own learning processes in this class by responding to diagnostic questions at the beginning and end of studying a topic and then analyzing changes in their understandings. \\
Distribute Sun/Moon Diagnostic (sunny day) or Light diagnostic (cloudy day). \\
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If Sunny Day:\\
For Sun/Moon Diagnostic Question (DQ): Distribute. (allow10-15 minutes)(offer a book/NSTA journal) to browse for those who finish early).  Collect. Do not discuss.  Scan after class, return week 8 after repeating the DQ.\\
{{:days:spring2014daybyday:spring2014day1:firstdq:ph111day1sunmoondq.doc|Sun and Moon Diagnostic Question}}\\
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For Light Diagnostic Question: Distribute.  Turn out lights in room.  Roll down black window shades.  Turn on large unshaded lamp. \\ 
Ask: \\
• How can you see the basketball?  
• How can your classmates on the other side of the room see the basketball?  
• Explain with words and sketch.  (allow 5-10 minutes). 
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• Please do not change what you have written and drawn but compare your response with your group members.  
• How are these responses the same?  How are they different?   
•Do not change initial response but write on back of sheet if want to record others’ responses.
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Then discuss as a whole group.  Reiterate:
• Please do not change your own initial response; 
• Write on the back if you want to record others’ responses.  
(Most likely students will draw rays coming out of the light bulb in all directions.  Some may draw squiggly lines.  Comment that both representations (straight/squiggly lines) can be seen in physics texts. )
Collect responses.  (Scan after class and return week 8 after repeating the DQ)
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{{:days:spring2014daybyday:spring2014day1:firstdq:ph111day1dqlight.doc|Light Diagnostic Question}}\\