http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ 2020-01-26T00:06:15-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/ http://sites.science.oregonstate.edu/physics/coursewikis/ph111/lib/images/favicon.ico text/html 2012-06-07T09:30:49-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:daily_schedule&rev=1339086649 9:30 - 10:00 Modeling Book Talks 10:00 - 10:15 Documenting Current Knowledge 10:15 - 10:30 Reviewing 10:30 - 11:20 Wondering about Falling Objects on the Moon 11:20 - 11:30 Providing Feedback 11:30 - 11:50 Reflecting text/html 2012-06-07T10:13:15-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:modeling_book_talks&rev=1339089195 First, I modeled a book talk for the class. I shared the most important information from the book that I chose about climate change. We talked about graphs, diagrams, and the overall effects of climate change, as well as efforts to reduce global warming. Next, the students formed groups of two and picked a book on the moon or climate change to do a book talk together. As the students were choosing which book to use, they seemed excited about the process (especially when they noticed familiar bo… text/html 2012-06-07T11:36:33-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:reflections&rev=1339094193 Student 1 Learned: Better understanding of graphs. Wants to Know: Age differences of children and how much they know? Student 2 Learned: Velocity and acceleration graphs. Wants to Know: How I'll prepare myself for the final. Student 3 Learned: Stopping is represented by a straight line. Wants to Know: text/html 2012-12-01T02:37:30-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:reviewing&rev=1354358250 Students observed this ramp that was set up in the classroom and created position vs time, velocity vs time, and acceleration vs time graphs. They were able to work together and reference the graphs they had previously made. Some groups even worked together, talking to each other across the room. Many were confused how to graph the turn around (when the ball starts moving back towards the motion detector) but began to understand the concept pretty quickly. text/html 2012-06-07T09:29:18-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:start&rev=1339086558 Daily Schedule Modeling Book Talks Reviewing Wondering about Falling Objects on the Moon Reflections text/html 2012-12-01T02:42:13-08:00 http://sites.science.oregonstate.edu/physics/coursewikis/ph111/doku.php?id=days:spring2012daybyday:spring2012day20:wondering_about_falling_objects_on_the_moon&rev=1354358533 First, Emily gave each of the groups two equal-sized balls-- one heavy and made of metal, and one light, hallow, and made of plastic. She asked them to think about what would happen if she dropped both of the balls at the same time. Most students reported thinking that the heavy ball would hit the ground first, because gravity would pull on it more. They were surprised to observe both of the balls hitting the ground at the same time! They also pushed a lead brick and a Syrofoam brick (both cove…