Day 1 Schedule

Physics 111 Spring 2014
Day 1: April 1 2014

9:30- 9:40 Introducing the Course, Staff, and NSF Project
9:40-10:15 Exploring Physics Learning in the Context of Light
10:15-10:30 Documenting Initial Ideas with Diagnostic Question
(Sun/Moon diagnostic if sunny or basketball diagnostic if cloudy)
10:30-11:15 Exploring Light and Shadow Phenomena
(outside if sunny day; inside if cloudy day)
11:15-11:25 Writing
11:25-11:30 Providing Course Information
11:30-11:50 Reflecting

Materials:
Name Tag folders
Consent forms, Envelop for signed consent forms
One piece of chart paper for each group; magic markers for each group
Journal template with explanation for each section (also several for each student)
If explore shadows inside (rainy or cloudy day):
Diagnostic Question 1:
lamp without shade
Basketball, ring of tape on which to sit the basketball
DQ1: Handout for each student
Large whiteboard, chart paper for each group
Vertical light bulb with long filament
Light with frosted bulb, rectangular object for each group, whiteboard and chart paper to use as a screen; stool to use as a support for whiteboard screen Meter stick for each group
Piece of cardboard to take home for each student

If explore shadows outside on sunny day:
Diagnostic Question 2: Sun and moon handout for each student Chalk for each pair; Sky journal for each student, pencil
1 manila folder or cardboard from back of paper pad, 1 piece of paper taped to outside of folder, 1 large paper clip, bent so that long leg is bent up to form a gnomen. The paper clip is slipped on to the middle back edge of the cardboard, adjusted so bent leg is vertical; paper clip is taped in place.)

Introducing the Course, Staff, and NSF Project
Emily van Zee, Instructor; Henri Jansen, Chair of the Physics Department; Kirsten Clark; Nina Coleman, Kirby Erdman, Courteney Vogt, Peer Instructors)
NSF project: Integrating Physics and Literacy Learning in a Course for Prospective Elementary and Middle School Teachers: introduce project, distribute and collect consent forms, place in envelope
Theme of Course: What happens when light from the Sun shines on the Earth?
Over the next two weeks we’ll be exploring the nature of light phenomena such as what happens when light shines on an object and makes shadows, how pinhole cameras work, how light reflects from smooth surfaces such as mirrors, what happens when light shines through water, and then we’ll put those phenomena together to think about what causes rainbows.
One thing that happens when light from the Sun shines on the Earth is that things get hot, so next we’ll explore the nature of thermal phenomena such as why some things feel hot or cold, how energy is conserved when you mix hot and cold water, and what happens when ice melts, liquid water warms, and then boils
We’ll also do a quick exploration of motion phenomena with motion detectors in preparation for Discovery Days, May 6, when we invite children visiting campus to play with light sensors, temperature probes, motion detectors and pinhole cameras, usually a totally chaotic experience but lots of fun.
Then we’ll consider the influence of light and thermal phenomena on local weather such as what causes sea breezes at the beach. We’ll also extend this to thinking about the influence of light and thermal phenomena on global climate change.
Throughout all these weeks we’ll also be watching the Sun and the Moon, to think about why the moon seems to have different shapes at different times and why many places on the Earth have seasons. We’ll also learn about some of the history of beliefs about the Earth’s place in the Universe, as discussed by Galileo, Newton and other scientists.
Finally we’ll return to playing with motion detectors to think about the nature of changing phenomena – where something is (its position), how fast that position is changing (its speed), and how fast that speed is changing (its acceleration) where the ‘it’ may be a car speeding up but also could be the speeding up of melting of glaciers all over the Earth.

Beginning by Exploring Physics Learning in the Context of Light

Each small group gets a large piece of chart paper and magic markers to draw pictures of themselves as successful learners about light and to make a list of aspects that fostered their learning. (about 10 minutes)

• Think about something about light that you learned at some point in your life, inside or outside of school, that you enjoyed learning. (such as: experiences with sunshine, rainbows, flashlights, eye glasses, growing plants, mirages, mirrors…); share this experience with group members

• Draw a picture of yourself when you were learning about light and enjoying the process. Make a vivid, colorful, large picture that will interest others. Note age you were when you learned this.

• What fostered your learning in that instance?

• With your group members, make a list of aspects of your learning experiences that helped you learn about light in effective and enjoyable ways.

Next the members of each small group introduce themselves by describing their positive experiences learning about light and aspects that had fostered their learning. (about 15 minutes)

Then as a whole group we analyze those experiences –
• What were the aspects that fostered science learning for all of the members of the class?

Two volunteers write down the aspects on chart paper as these are articulated.
These form our framework for ways to foster science learning. (about 10 minutes)

Documenting Initial Ideas

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).

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. (Scan after class, return week 8 after repeating the DQ)

Exploring Light and Shadow Phenomena (Outside)
Go Outside: Each group: materials for shadow plot, piece of chalk, small camera; Each student: sky journal, pencil

Each group takes the materials for a shadow plot: (1 manila folder, 1 piece of paper taped to outside of folder, 1 large paper clip, bent so that long leg is bent up to form a gnomen. The paper clip is slipped on to the middle back edge of the folder, adjusted so bent leg is vertical, and taped in place.)
Outside, person #1 places folder so that edges line up with a north/south or east/west line (such as a sidewalk crack, street curb, wall… or use a compass to make such a line). Marks tip of shadow made by the gnomen and records time next to mark. (A second person repeats this before go back inside. A third person goes outside to make the next mark during class, etc.)

All students:
Which way is north? How know this? (where is Portland from here?) All face north.
Which way is east? How know this? (where is Bend from here? Or where does the sun seem to rise in the morning?)
West? How know this? (where is the ocean from here? Or where does the sun seem to set in the evening?)

All hold arms out to side to point to east/west while facing north. This is the orientation with which we are familiar from reading maps:
North is straight ahead (up), East is to the right, West is to the left.

However, what can you see in the sky when facing north? (not much) (if early in the morning after the equinox in spring or before the equinox in fall, might see sun or moon)

For us, most of the time, if we want to “see” the sun, have to face south.
DO NOT LOOK DIRECTLY AT THE SUN WHEN YOU TURN AROUND.

All turn around and face South. In what direction is your left hand pointing now? (East) Your right hand? (West) Note that this is opposite to what you are accustomed to for directions with maps.

WITHOUT LOOKING DIRECTLY AT THE SUN, point one arm in its direction.

Now use your sky journals to record the sun’s approximate position: Draw a horizontal line and label the left end East and the right end West. Draw a stick figure pointing one arm at the Sun. (One of the staff members stands in front of the students and models pointing in the direction of the sun). DO NOT LOOK DIRECTLY AT THE SUN!

Where do you think the Sun will appear to be by the end of class? (mark that prediction in your sky journal). Where do you think the Sun will appear to be late this afternoon? (mark that prediction in your sky journal).

Where is the Moon? (MOON IS waxing crescent at this time, 5% illuminated, rising 7:56 am, likely won’t be visible to left of Sun.) When check on your predictions for the sun at the end of class and later this afternoon, also check for the Moon. If you see it, add an arm pointing at the Moon to your stick figure with an arm pointing at the Sun. Do not look directly at the Sun! Take care to draw its shape as accurately as you can. After you have drawn the Moon, hold your sky journal up next to the Moon and make sure that you have drawn exactly what you are seeing. Be sure to record the time. If the Sun is also visible, add an arm on the stick figure pointing to the Sun.
Shadow Exploration: Each small group: One of you stand so that your shadow falls upon pavement. Another group member uses chalk to draw the outline of this shadow. How do you think this shadow will change by the end of class? (shorter or longer or the same length? Further to the right? Left? Or same place?) Why do you think that? Mark on the pavement where you think the tip of person’s shadow head will fall by the end of class.

Use the video function of the digital camera to record a group member briefly explaining the reasoning for the group prediction for where the tip of the person’s shadow head will fall by the end of class.

Person #2 in the group repeats the shadow plot observation. Person #3 and Person #4 agree on a time to come back outside and make another observation before the end of class.

Exploring Light and Shadow Phenomena
If Cloudy Day (or after the field trip outside on a sunny day):
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 a sketch. (allow 5-10 minutes).
• 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.
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)
Exploring Light Phenomena (Inside)
Place lamp with clear vertical bulb with long filament in front of white board covered with a piece of chart paper (chart paper disperses the light and prevents white board from acting like a mirror).
• How would you describe this light bulb? •What do you predict you will see when we turn on the light? • Why do you think that? (some will say light spread all over chart paper, some will predict image of the filament like a mirror). • What are the ideas that you have just heard expressed? What are the possibilities for what people are expecting to see? Plug in lamp. • What do you see? (everyone can see the lit lamp; the light is dispersed all over the chart paper; also on the ceiling, also on people’s faces) Interpret ‘powerful idea’: observation that everyone can see the light and that the light is dispersed all over the chart paper suggests that light left the filament in all directions. Powerful idea: light leaves a light source in all directions.
Distribute journal pages with information about what goes in each section. Discuss the purpose of each section on the page, front and back. Also distribute blank journal pages. Provide time to record what just experienced with this activity
Exploring Light and Shadow Phenomena (Inside)
Distribute a second blank journal page for use during the next activity exploring light and shadow phenomena.
A. Small group discussion: • What is a shadow? • What conditions are necessary for a shadow to be formed?
B. Here is a light source (frosted incandescent lamp), a rectangular object, and screen (white board covered with chart paper). Open-ended: What can you find out about shadows? Or Guided if not much time available • Where do you think the shadow of the object will appear? • Draw a diagram that represents your idea about how and where a shadow is formed. • Turn on lamp. Observe where the shadow is. (use meter stick to trace path from light bulb past obstacle to edge of shadow)
C. Large group discuss: What is a shadow? What conditions are necessary for a shadow to be formed? Powerful idea: There are two kinds of shadows: a) object blocks light from shining on a nearby surface (ground, wall, table…) b) object blocks light from shining on the back side of the object itself
Powerful idea: Light travels in straight lines (use meter stick to trace path from light bulb past obstacle to edge of shadow)
Introducing Tonight’s Homework: Distribute piece of cardboard to each student and invite explore at home with friend or family member. What can you find out about shadows? (Some suggestions: Can you make the shadow region on the screen larger than the present shadow you have made? Can you make it the same size? Can you make it much smaller? Why does the shadow on the screen have the same shape as your board and cutouts? (Next class: Each group prepares a presentation on a large whiteboard to present findings to whole group)
Writing
Summarize what you have done today and your findings in enough detail that you can write a clear description of what happened and what you learned. There is no textbook for this class; you will be writing your own based on your explorations in class.
*Providing Course Information**
The syllabus is on BlackBoard. Please read it and bring any questions you have to class on Thursday. Please note the reading assignment on the handout welcoming you to class. This is from a journal that is published by the National Science Teachers Association. You can see examples of NSTA journals, Science Scope for upper elementary and middle school teachers and its companion, Science and Children, for primary teachers on your tables. Note that there is no textbook for this class. Instead you will be writing your own based on your explorations in class. We recommend that you subscribe to one of these journals instead. Student membership in NSTA is $35 and you get one of the journals with your membership. This is a bargain! Go to http://www.nsta.org to explore their resources and join.
(Reading to be determined:

If sunny day and made shadow plots: Iwasyk, M. (1997). Kids questioning kids: 'Experts' sharing. Science and Children, 35(1), 42-46. Or if stayed inside:
Schiller, E. & Joseph, J. (2010). A framework for facilitating equitable discourse in science classrooms. Science Scope, 33(6), 56-60.

//