http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ 2020-01-25T22:11:47-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ http://sites.science.oregonstate.edu/physics/coursewikis/ph111/lib/images/favicon.ico text/html 2012-01-04T11:01:35-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:cloudy_day&rev=1325703695 Exploring Light and Shadow Phenomena on a Cloudy Day (or after the field trip outside on a sunny day): Introduction: Place lamp with clear oblong 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). text/html 2011-10-12T13:55:34-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:cloudy_day_pinhole_cameras&rev=1318452934 Cloudy Day Pinhole Cameras Develop mathematical representation of pinhole phenomena: Four scenarios based on Internet resources Group 1 Group 2 Group 3 Group 4 Or Experiment calculating height of a lamp: Do an object to image size version with lamps in classroom to develop use of geometry of similar triangles to predict the size of an image: text/html 2011-10-12T15:51:12-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:day1&rev=1318459872 Day 1 . 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 Questions 10:30-11:15 Exploring Light and Shadow Phenomena (outside if sunny; inside if cloudy) 11:15-11:25 Writing 11:25-11:30 Providing Information About the Course 11:30-11:50 Reflecting Peer Instructor Reflections text/html 2011-10-14T15:48:22-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:day_2&rev=1318632502 Day 2 Before class: Ask students to record on wall whiteboard what they found out about shadows with evidence during explorations at home with friend or family member 9:30- 9:40 Sharing findings about light and shadows from explorations with friend or family member 9:40-9:55 Documenting initial understandings with the sun and moon diagnostic question 9:55-10:20 Exploring Light and Shadow Phenomena 10:20-11:15 Exploring Pinhole Phenomena 11:15-11:25 Writ… text/html 2011-10-12T13:49:20-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:day_3&rev=1318452560 Day 3 . 9:30- 9:35 Reviewing Powerful Ideas about Light, Shadows, and Pinhole Explorations . 9:35- 9:45 Sharing Explorations of Pinhole Phenomena . 9:45-10:15 Extending Exploration of Pinhole Phenomena 10:15-10:25 Small Groups Present Whiteboards with Findings 10:25-11:20 Building Light Websites 11:20-11:30 Writing 11:30-11:45 Reflecting text/html 2011-10-19T16:52:12-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:day_4&rev=1319068332 Day 4 As come in to class: Anyone see the moon? Put observation up on wall chart. . 9:30-9:35 Discussing Moon Observations . 9:35-10:15 If Sunny - Using Pinhole Phenomena . 9:35-9:50 If Cloudy - Defining Literacy . ? – 11:20 Exploring Thermal Phenomena 11:20-11:30 Writing 11:30-11:50 Reflecting Homework: Week 2 Homework 2 text/html 2011-10-12T15:14:06-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:discussing_moon_observations&rev=1318457646 Discussing Moon Observations Who has seen the moon? What did you see? Small group: What are you curious about the moon? What question could you explore by making observations in some systematic way? Each small group generates a question and a plan for making observations to answer the question. - - -Example: How does the moon change if I observe it at the same time for several days/nights in a row? (change shape? Change where it seems to be in the sky?) text/html 2011-10-05T14:46:48-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:documenting_initial_ideas_with_diagnostic_questions&rev=1317851208 Documenting Initial Ideas with Diagnostic Questions Explain that the students will be documenting their 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. text/html 2011-10-05T14:54:10-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:exploring_light_and_shadow_phenomena&rev=1317851650 Sunny Day Cloudy Day text/html 2011-10-05T17:33:41-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:exploring_physics_learning_in_the_context_of_light&rev=1317861221 Exploring Physics Learning in the Context of Light Think about something about light that you learned at some point in your life, inside or outside of school, that you enjoyed learning. • Draw a picture of yourself when you were learning about light and enjoyed the process. text/html 2011-10-12T15:32:22-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:exploring_thermal_phenomena&rev=1318458742 Heat and Temperature Diagnostic Question Plates made of 4 types of materials (2 kinds of metal, 1 kind of wood, and 1 kind of Styrofoam) WITHOUT TOUCHING THE PLATES: Rank these materials in order of temperature. Explain the reasoning for your predicted ranking. After all have predicted: Touch the four plates. Rank in order of temperature. Explain the reasoning for your ranking. text/html 2011-10-12T13:45:45-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:extending_exploration_of_pinhole_phenomena&rev=1318452345 Extending Exploration of Pinhole Phenomena Sunny Day Pinhole Cameras Cloudy Day Pinhole Cameras text/html 2011-10-12T16:12:03-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall_2009_peer_instructor_reflection_-_day_1&rev=1318461123 Fall 2009: Day 1 Written by: Katie Kizer Today was the first day of Physics 111 for Fall '09. I took this class last Spring term as a student and enjoyed it very much. I learned so much about linking science and literacy learning together. My philosophy about learning and teaching changed dramatically over the course of the term. I am excited to see how my understandings will broaden throughout this term being a peer instructor! We started off the class by introducing the course staff and ex… text/html 2012-01-13T13:22:45-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:fall_2011_peer_instructor_reflection_-_day_1&rev=1326489765 Written by: Lindsay Carlton Tuesday, September 27th started off as the first day always does in Emily’s classes: she introduced the course, Dr. Henri Jansen (Chair of the Physics Department), and I introduced myself. Dr. Jansen spoke about the importance of integrating literacy learning into all subject areas of the classroom (including science curriculum). Next, I asked students to think about a particular time in their childhood when they learned about light. I encouraged them to think… text/html 2011-10-12T14:17:56-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:group_1&rev=1318454276 Physics 111 Fall 2011: Pinhole Camera Scenario #1 (Caution: Numbers have been made up; they may not be realistic.) In Pinhole Photography: Rediscovering a Historic Technique, Eric Renner (2004) traces knowledge of pinhole phenomena from the 5th century B.C in writings, for example, by a Chinese philosopher, Mo Ti (400 B.C.), a Greek philosopher, Aristotle (330 B.C.), a Greek architect, Anthemius of Tralles (555 A.D.) who drew a ray diagram, and the Italian Leonardo da Vinci, who used a pin… text/html 2011-10-12T14:18:24-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:group_2&rev=1318454304 Physics 111 Fall 2011: Pinhole Camera Scenario #2 (Caution: Numbers have been made up; they may not be realistic.) In Pinhole Photography: Rediscovering a Historic Technique, Eric Renner (2004) traces knowledge of pinhole phenomena from the 5th century B.C in writings, for example, by a Chinese philosopher, Mo Ti (400 B.C.), a Greek philosopher, Aristotle (330 B.C.), a Greek architect, Anthemius of Tralles (555 A.D.) who drew a ray diagram, and the Italian Leonardo da Vinci, who used a pin… text/html 2011-10-12T14:19:01-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:group_3&rev=1318454341 Physics 111 Fall 2011: Pinhole Camera Scenario #3 (Caution: Numbers have been made up; they may not be realistic.) In Pinhole Photography: Rediscovering a Historic Technique, Eric Renner (2004) traces knowledge of pinhole phenomena from the 5th century B.C in writings, for example, by a Chinese philosopher, Mo Ti (400 B.C.), a Greek philosopher, Aristotle (330 B.C.), a Greek architect, Anthemius of Tralles (555 A.D.) who drew a ray diagram, and the Italian Leonardo da Vinci, who used a pin… text/html 2011-10-12T14:17:31-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:group_4&rev=1318454251 Physics 111 Fall 2011: Pinhole Camera Scenario #4 (Caution: Numbers have been made up; they may not be realistic.) In Pinhole Photography: Rediscovering a Historic Technique, Eric Renner (2004) traces knowledge of pinhole phenomena from the 5th century B.C in writings, for example, by a Chinese philosopher, Mo Ti (400 B.C.), a Greek philosopher, Aristotle (330 B.C.), a Greek architect, Anthemius of Tralles (555 A.D.) who drew a ray diagram, and the Italian Leonardo da Vinci, who used a pin… text/html 2011-10-12T15:21:51-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:if_cloudy_-_defining_literacy&rev=1318458111 Defining Literacy Materials: Chart paper for each group, magic markers What does the phrase ‘literacy learning’ mean? Draw examples. Students likely will think about reading and writing. Encourage some to think about speaking and listening as well. Also critiquing and creating media resources. text/html 2011-10-12T15:18:31-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:if_sunny_-_using_pinhole_phenomena&rev=1318457911 Using Pinhole Phenomena to Estimate Diameter of the Sun Go up on roof, each small group has: Holder with AL foil and pinhole Cardboard with white paper screen Meter stick Ruler, pencil One group member holds Al foil holder flat toward sun One group member holds meter stick perpendicular to Al foil holder One group member holds screen at other end of meter stick, parallel to AL foil holder One group member draws circle around image of sun on screen Group members measure circular ima… text/html 2011-10-05T17:30:51-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:light_diagnostic_questions&rev=1317861051 Diagnostic Questions: Conversation About Light For Light Diagnostic Question: Distribute. Turn out lights in room. 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? text/html 2011-10-12T16:13:15-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:peer_instructor_reflections&rev=1318461195 Peer Instructor Reflections: Day 1 Fall 2009 Peer Instructor Reflection - Day 1 Fall 2011 Peer Instructor Reflection - Day 1 text/html 2011-10-12T13:52:12-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:reflecting&rev=1318452732 Reflecting In what new ways are you thinking about light now? What are you still wondering about light? text/html 2011-10-12T13:22:23-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:reviewing_powerful_ideas_about_light_shadows_and_pinhole_explorations&rev=1318450943 Reviewing Powerful Ideas about Light, Shadows, and Pinhole Explorations 1. Light travels outward in all directions from a light source (light dispersed on screen from clear bulb with vertical filament) 2. Light travels in straight lines (shadow formed by obstacle in front of a light source) (confirmed by use in explaining pinhole phenomena) text/html 2011-10-12T13:48:33-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:small_groups_present_whiteboards_with_findings&rev=1318452513 Small Groups present Whiteboards with Findings Group findings may include, ray diagrams, predictions, comparisons with observations, etc. text/html 2016-09-21T08:57:24-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:start&rev=1474473444 To view the day-by-day summary for Physics 111, Inquiring Into Physical Phenomena, please click on Fall 2009. Motion, Light, Heat and Temperature, Sun/Earth/Moon System Fall 2009 A work in progress... Fall 2011 Winter 2012 Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015] Fall 2015 Spring 2016 Fall 2016 text/html 2011-10-05T17:24:55-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:sun_moon_diagnostic_questions&rev=1317860695 Diagnostic Questions: Conversation About the Sun and Moon Why does it get dark at night? Why is it cold in the winter and hot in the summer? Why does the moon seem to have different shapes at different times? How would you define a “scientific explanation”? text/html 2011-10-05T14:54:23-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:sunny_day&rev=1317851663 Exploring Light and Shadow Phenomena on a Sunny Day: For Sun/Moon Diagnostic Question: Distribute. (allow 10-15 minutes)(offer a book to browse for those who finish early). Collect. (Scan after class and return at next class) Exploring Light and Shadow Phenomena (Outside) Go Outside: Each group: materials for shadow plot, piece of chalk Each student: sky journal, pencil text/html 2011-10-12T14:15:30-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:sunny_day_pinhole_cameras&rev=1318454130 Sunny Day Pinhole Cameras Small groups go outside with meter stick, cardboard with hole (or framed Al foil with hole), cardboard screen Hold screen a meter away from cardboard, parallel to cardboard. Orient so sun light travels through hole and forms image on screen Measure diameter of image (should be about 1 cm if 100 cm away from pinhole) In classroom, draw ray diagram and use geometry of similar triangles to calculate diameter of sun: Distance of sun from pinhole distance of … text/html 2011-10-14T15:26:45-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:week_1_homework_1&rev=1318631205 Homework 1 Ongoing assignment: look at the sky at least once daily. Record in your sky journal what you see (clouds? sun? moon? stars?). Formulate a question or questions that you can answer by making such regular observations. While the weather is good, please keep checking for the moon. Here’s a hint: For the next few days, look for the moon around sunset. Record what you see in your sky journal – draw a picture of the moon’s shape and record the date and time. 1. Writing: … text/html 2011-10-14T13:53:33-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:week_2_homework_2&rev=1318625613 Physics 111 Homework 2 Ongoing assignment: Look at the sky at least once daily when the weather is cooperating. Record in your sky journal what you see (clouds? sun? moon? stars?). Formulate a question or questions that you can answer by making such regular observations. Note that a good time to look for the moon this week is after sunset. 1. Reviewing pinhole phenomena A few years ago, Corvallis experienced an unusual event, a severe winter storm in which many trees blew down on ca…