http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ 2020-01-26T00:06:02-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ http://sites.science.oregonstate.edu/physics/coursewikis/ph111/lib/images/favicon.ico text/html 2012-05-29T09:34:33-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:daily_schedule&rev=1338309273 9:30 - 10:00 Inferring the Arrangement of the Sun/Moon/Earth System 10:00 - 10:15 Documenting Current Knowledge about the Sun and Moon 10:15 - 10:30 Documenting Initial Knowledge about the Motion 10:30 - 11:20 Exploring Motion 11:20 - 11:30 Writing 11:30 - 11:50 Reflecting text/html 2012-12-01T02:24:09-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:documenting_initial_knowledge_about_motion&rev=1354357449 For the next diagnostic, we set up a ramp in the middle of the classroom for a ball to move down. As the ball moved down the ramp, Emily provided a commentary for the students: * The ball is moving at a constant, slow speed. * The ball begins to speed up as it moves down the ramp. * The ball continues to move at a fast pace until it suddenly stops. text/html 2012-12-01T02:19:49-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:documenting_initial_knowledge_about_the_sun_and_the_moon&rev=1354357189 Students re-completed the diagnostic that they did during the beginning of the term. A basketball was placed on one side of the room (lights were turned out, the ball was only lit by a lamp). The diagnostic asked: * 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. text/html 2012-12-01T02:26:13-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:exploring_motion&rev=1354357573 The students had some time to play with the motion detectors in an open-ended way for about 15 minutes. I heard the students make some interesting comments as they became acquainted with the detectors: * One group believed that when they set the motion detector on its back (so that it was pointed towards the ceiling lights), the detector was sensing the light. Their graph even showed motion, but I pointed out that it was probably due to the fact that one of them was pushing the “Trigger” … text/html 2012-12-01T02:16:26-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:inferring_the_arrangement_of_the_sun_moon_earth_system&rev=1354356986 First, Emily asked the students to stand with a ball in such a way that the ball models the shape of the moon that they saw this weekend. The students stood in such a way that the ball created a 90 degree angle with the lamp. To model the distance of the sun from the moon from the earth: Stand next to the lamp and hold arms out in a 90 degree angle (one pointed towards the lamp, with the other holding onto the ball). The ball is not half-lit when it's very close to the lamp. In order to … text/html 2012-05-29T11:37:09-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:reflections&rev=1338316629 Student 1 Learned: How the moon is always half lit, but what we see changes. Wants to Know: What we're going to do with the motion detectors. Student 2 Learned: The tilt of the earth has to do with seasons. Wants to Know: Bringing together light, thermal, and motion phenomena. text/html 2012-05-29T09:35:50-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day17:start&rev=1338309350 Daily Schedule Inferring the Arrangement of the Sun/Moon/Earth System Documenting Initial Knowledge about the Sun and the Moon Documenting Initial Knowledge about Motion Exploring Motion Reflections