http://inquirydesign.atwiki.com/ en 2008-11-22T03:21:23+09:00 http://inquirydesign.atwiki.com/page/CCD%20Images%20Activity Design_Template Supply list           Design Template ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Design name: MCC instrumentation Course- CCD images date: 3/16/08 Audience: 1st year MCC students designers: Isar, Nick, Ciril     Goals: Process: - Prototyping/modeling *brainstorming ideas *making drawings & schematics *importance of model parameters &... *realizing strengths and limitations of models -realize part/whole relationship -communicating ideas & results   Evidence: Meaningful discussions, drawings and schematics, ability to share ideas on their prototype choices & justifying each piece. Models maintaining similarity  to actual CCDs       Activity description:   1) Basic demo with the photo diode (voltmeters as ADC) -introduction to modeling as a concept w/ examples (planets & balls? water flow and electric current?) -show a CCD camera & say the constraints about accessing the pixels in the model (confetti as light and other design parameters) -groups (of 4) come up with ideas on what they need for building a model (brainstorm,...) -do posters & tell & justify their ideas & the things they need for modeling   2) Start building their models in groups. -if they are fast, there will be other examples of images/phenomena to model or have a more delicate model to accommodate that phenomena (dead pixels, saturation, charge transfer efficiency, residual charge, p-spread fct.) -students present their models(justifying &telling about the limitations of the model they come up with) -synthesis -final survey (could be take home about digital images) 2008-11-22T03:21:23+09:00 http://inquirydesign.atwiki.com/page/DigitalImageFiles !! Team: | Chris Crocket "(design team member)" | ccrockett@astro.ucla.edu | | Ian Crossfield "(design team member)" | ianc@astro.ucla.edu | | Katie Morzinski ''(design team leader)'' | ktmorz@ucolick.org | | Lynne Raschke "(design facilitator/teaching consultant)" | lynne@ucolick.org | | Mark Hoffman "(classroom teacher)" | markhoff@hawaii.edu | 2008-10-23T00:43:52+09:00 http://inquirydesign.atwiki.com/page/Activity%20Prep%20Checklist-%20CCD%20design%20activity This template is adapted from the CfAO handout. Please do not save your edits to this page directly (except for corrections/additions). Use the Edit button and select "Copy from this page" to make your own copy of this page for your inquiry activity. The purpose of this checklist is to provide a list of items that should be addressed before your activity happens. You may decide that some items do not apply or do not need to be addressed, but it will benefit your group to at least consider every item on the list. As you fill in the checklist, I suggest un-bolding the text of each item that has been addressed. ===Facilitator roles, instructor floor time, etc.=== Who will play the following roles or present the following material (if applicable): * '''Lead Facilitator?'''-''' Isar''' * '''Other Facilitators?'''-Nick, Ciril, Mark Hoffman, John Pye, Elizabeth Reader * '''Timekeeper?'''-Isar * '''Floater?''' * '''Thinking Tool presenter?''' * '''Introductory context?'''-Isar * '''Context and instructions for all transitions?''' * '''Context for presentations?''' * '''DQ/questioner for presentations?''' * '''Presentation note-taker?''' * '''Synthesis presenter?'''-Ciril * '''Closing?''' ===Learner groups, grouping mechanisms, etc.=== How learners will move through the activity, how they will be grouped, where they have choice and where they are assigned, etc. Thing to plan or think about: * '''# of groups in the starters?''' * '''# of groups or stations per facilitator in the starters?''' * '''How to choose/assign starter groups?''' * '''Rotate through all starters?''' * '''# of groups in the investigations?''' * '''# of groups or stations per facilitator in the investigations?''' * '''How to choose/assign investigation groups?''' * '''Rotate through all stations, or focus on 1?''' * '''How do learners choose investigation focus?''' * '''# of groups in the presentations?''' * '''Do all learners present?''' * '''Does each group have one assigned facilitator?''' * '''Can other facilitators interact with other groups? How?''' ===Materials and investigations=== * '''Permission/procedures for ordering supplies?''' * '''How much lead time to order supplies?''' * '''# of supplies/setups needed for # of learners?''' * '''Gathered all supplies and materials?''' * '''Facilitators familiar with all materials, know how to use them, etc?''' * '''Which materials for starters?''' * '''Additional materials for investigations?''' * '''Additional materials/phenomena in your "back pocket"?''' * '''Other supplies (sentence strips,markers, posters,etc)?''' ===Timing and schedules=== Not all inquiry activity elements (like a Gallery Walk) are applicable to every activity. Has your team planned the following: * '''Detailed schedule for activity?''' * '''All facilitators know the schedule?''' * '''Scheduled breaks?''' * '''How/when will questions be sorted?''' * '''Roughly when should learners be at milestones? Rough early-, middle-, late-stage investigation times?''' * '''Time(s) for facilitator check-in(s)?''' * '''Time(s) for thinking tool(s)? To the whole group at once or to smaller groups as needed?''' ===Practicing and planning=== Has your team done the following: * '''Practiced the starters?''' * '''Practiced with investigation materials?''' * '''Explored likely questions and investigation paths?''' * '''Practiced ''all'' stations and investigations in case facilitator has to cover extra/odd groups?''' * '''Practiced thinking tool(s)?''' * '''Planned multiple entry and exit points for different learners/groups at each station/investigation?''' * '''Planned what evidence counts as success?''' * '''Prepared the synthesis?''' * '''Planned for incorporating learners' work/investigations/presentations into the synthesis?''' ===What to say=== Have you decided what to say to learners for all instructions and transitions: * '''Introduction and context-setting?''' * '''Introduction for starters?''' * '''Transition/instructions to a Gallery Walk or group formation?''' * '''Transition/instructions for investigations?''' * '''Intructions for sharing? Are the expectations for learners clear?''' * '''Inquiry closing?''' * '''Any other transitions?''' ===Documentation and wrap-up=== Do you have a plan to: * '''Record/photograph starters/setup?''' * '''Record/photograph questions?''' * '''Record/photograph investigations/setups?''' * '''Record/photograph presentations?''' * '''Record schedule?''' * '''Save scripts, outlines for talks, presentation files?''' * '''Debrief among instructors afterward? Record notes? If applicable, include your teaching consultant.''' ===Activity context=== Most inquiry activities occur in the context of a larger course or program. To fit into that context, do you need to address: * '''Course instructor(s) aware of this activity's presumed prerequisites?''' * '''Course instructor(s) aware of this activity's learning goals?''' * '''Will design team members be present/participate in other course activities?''' * '''Schedule meeting(s) with course instructor before activity? Do you need a day-before or hour-before meeting?''' * '''Propose exam/homework questions to course instructor?''' * '''Propose pre-inquiry curriculum for instructor to cover?''' 2008-10-21T20:18:51+09:00 http://inquirydesign.atwiki.com/page/Spectrometer%20Design ===Next Meeting=== '''Friday, April 18''', 8:30 am HST = 11:30 am PST Video-con host : IfA Manoa (details to come) * detailed activity timeline * report on materials/space * ( spectrometer prototype test report ? ) ===Meeting Schedule=== * Friday, April 18, 8:30 a.m. = 11:30 a.m. PST * Friday, May 2, 8:30 a.m. HST = 11:30 a.m. PST ===Benchmarks=== * spectrometer prototype test : May 31 * Materials accounted for : July 31 * Materials in hand : -2 weeks ---- ===Activity Overview=== * '''Day 1:''' Students will investigate a single component or parameter of a simple spectrometer in teams of 2 or 3. * '''Day 2:''' In teams of 4 (or 8?) they will construct (or adjust?) a working spectrometer on an optical bench to meet a set of design requirements. ===Background=== Here we specify our expectations of student background, particular to this activity. For general background of the MCC ETRO102 course, see the InquiryDesign [[FrontPage]] ===Goals=== * By interacting with hands-on demos, students learn that there are different types of spectra (continuum, line) and that spectra have different characteristics (intensity, line separation). * As a team, students address an engineering problem with a solution containing multiple parts * In pairs/small groups, students plan/prototype/test to learn how a single component/parameter of the spectrometer functions ** Evidence : summary poster of how my component functions, with explanation of investigation methods * Students communicate across teams to integrate components into a system, identifying the interplay/tradeoffs between component choices * Students identify design requirements for a particular observation, and work together to optimize a spectrometer for those requirements. ===Activity Timeline=== ====DAY 1==== * demo with gratings, emission lamp, variac+bulb ** rationale : students are identifying resolution and intensity as design requirements ** rationale : we need to quickly introduce the concept of spectra, spectral properties, and the basic spectrometer design * sort into small groups (2-3 students each) ** '''TBD''' : exactly how this will be done ** we need groups evenly divided across the spectrometer so that all components/parameters are covered ~equally * small groups investigate a component/parameter ** expected avenues of investigation : *** choice of dispersive element *** what parameters affect resolution *** what parameters affect intensity *** the optical path (? distances between optical elements ?) * prepare a poster presenting inquiry process and conclusions * poster share ** '''TBD''' : exactly how this will be done (split-and-mix? all together?) * self-assessment questionnaire ====DAY 2==== * introducing the design challenge ** design challenges: *** resolve two closely spaced lines (high resolution) *** measure the intensity difference of a faint line relative to a bright line (high throughput) *** what's in the mystery lamp? (absolute wavelength calibration) *** more? * large groups '''(4 or 8 students each?)''' ** constructing a spectrometer from scratch? ** optimizing an already-functional spectrometer? * present design challenge results (prototypes) and the development process * self assessment questionairre * big picture synthesis with tie-ins to Haleakala/Mauna Kea and real-world examples === Materials List=== * optical benches * rails * sources ** variac & lamp ** emission line lamps * spectrometer parts ** slits ** lenses ** transmission gratings ** reflection gratings ** prisms * miscellany (presumably John and Mark can easily provide these?) ** rulers, protractors ** butcher-block paper (for tables) ** poster paper, markers 2008-10-05T19:52:31+09:00 http://inquirydesign.atwiki.com/page/SpecDesign%20Activity%20Timeline ====DAY 1==== * demo with gratings, emission lamp, variac+bulb ** rationale : students are identifying resolution and intensity as design requirements ** rationale : we need to quickly introduce the concept of spectra, spectral properties, and the basic spectrometer design * sort into small groups (2-3 students each) ** '''TBD''' : exactly how this will be done ** we need groups evenly divided across the spectrometer so that all components/parameters are covered ~equally * small groups investigate a component/parameter ** expected avenues of investigation : *** choice of dispersive element *** what parameters affect resolution *** what parameters affect intensity *** the optical path (? distances between optical elements ?) * prepare a poster presenting inquiry process and conclusions * poster share ** '''TBD''' : exactly how this will be done (split-and-mix? all together?) * self-assessment questionnaire ====DAY 2==== * introducing the design challenge ** design challenges: *** resolve two closely spaced lines (high resolution) *** measure the intensity difference of a faint line relative to a bright line (high throughput) *** what's in the mystery lamp? (absolute wavelength calibration) *** more? * large groups '''(4 or 8 students each?)''' ** constructing a spectrometer from scratch? ** optimizing an already-functional spectrometer? * present design challenge results (prototypes) and the development process * self assessment questionairre * big picture synthesis with tie-ins to Haleakala/Mauna Kea and real-world examples 2008-09-27T21:43:10+09:00 http://inquirydesign.atwiki.com/page/spectrometer_minutes_9-26 __'''1:30 PT'''___ Scott, Nicholas, Steve, Bernhard, Lisa Elisabeth phones in at 2:00 PT. Secretary: Nicholas __'''1:30 PT: Updates'''__ Access to printing and copying in Maui? Scott: yes. Depending on restrictions Mark might have, we could use IfA Maui or Kinko's near MCC if necessary. Whiteboard in classroom? Bernhard can come with copies of his documents. Steve and Scott to design Questionnaire for end of Day 2. Room number at MCC. . . Steve will look up. Elisabeth: meet in multi-purpose room, 8:30 on Monday. __'''1:34 PT: Prep Checklist'''__ '''Materials We Bring to Maui''' Scott: keep copies of Wiki material on our own PCs in case atwiki crashes. Elisabeth has collected 50 CD's and DVD's. That should be enough. Everyone can bring boxes if they fit in carry-on luggage. We can collect some in Maui if we need to. '''Roles''' See '''New Roles''' below. Otherwise, OK as outlined. Scott can fill in "if shit hits the fan." '''Grouping''' Each facilitator does manage 1 group for each challenge. Steve can help out if a primary facilitator wants to work with a different group. '''Materials and Investigations''' Materials for starters: only a few selected options for starters. Can release full selection of materials during Investigations. Additional materials for investigations: can't think of any we need at this point Back pocket materials: multi-object spectrograph? Photograph spectrum? Use digital photometers to move toward diagramming the spectrum? Beam splitting? Should have already done an activity on pinhole cameras . . . we could maybe tie in to a multi-object bonus challenge. At least one shopping trip is planned for other supplies. We could schedule another '''Timing and Schedules''' Steve will print out schedules we can edit in Maui. Milestones: Day 2, success = met challenge. What are intermediate milestones, and exit points? Favorable comparison of group-designed spectrometer performance and Day 1 starter performance is an indication of progress. This can be specified/quantified. Scott: if they can articulate what they would still do to reach the goal (even if they haven't yet), that is a conceptual success. Absolute wavelength calibration: starting point is to design a spectrometer that does a good job of spreading out lines and allowing visual comparisons of different gases. We should be recording milestones as we facilitate on Day 2. Scott advises directed tools such as spectrometer diagrams to help. Facilitator check-in times: Steve suggests the halfway point of each Investigation stage. Steve and/or Scott will find us and check in. '''Practicing and Planning''' Should practice both starters and Design Challenges on Monday. Thinking tools might be available as "back-pocket" resources for certain groups. Need to be able to handle both students who are very experienced with inquiry and/or optics and students who have very little experience. Bernhard plans to give a very basic introduction. Will err toward boring advanced students, before going over the head of less-experienced students. We could consider the relative difficulty of our three design challenges. Nicholas and Lisa suspect that the calibration challenge will be most difficult, especially for less experienced students. But we should not be heavy-handed about steering students to appropriate challenges for their abilities, if we choose to do so at all. Presentations: our current schedule seems rather short on time for presentations. If there is not time to integrate groups' results into the Synthesis, we should bring out good examples in the group discussions led by each Primary Facilitator. '''What to Say''' Everyone notes their own responsibility. Make an outline or notes of what you will say. Scott and others have past experience for this. '''Documentation and Wrap-Up''' All can bring cameras. Steve will. Scott and Elisabeth will take photos. Steve: We are all responsible to productively employ John, Mark, and Elisabeth if there are things we would like them to help with. Debrief: Thursday afternoon lunch. '''Activity Context''' No more classes before ours. "What's done is done." Future exam questions: low priority __'''2:08 PT: Packing Materials'''__ MCC is on the dry side of Maui. Beach trip might be possible. __'''2:09 PT: Activity Timeline'''__ '''Day 1, 9:00 to 9:35''' Ok as scheduled. '''Day 1 Starters and Questions''' Steve will direct students from station to station. Other facilitators stay put. Students should be given nametags at beginning of activities. They should write their starter group number on the tag. We will randomly assign starter groups. Expected questions from starters: we will need to direct them toward engineering questions without putting down physics questions. "Remind them about design challenges" = remind them that there ARE design challenges. Design challenges should be described briefly in NM's Introduction segment. Question review: will do as whole class '''Day 1 Investigation and Homework''' Facilitation goal for Day 1 Investigation: get them to a level of performance so they can meet the Day 2 design challenge. Bernhard has implemented a version of Scott's suggestions for homework. Bernhard and Nicholas should iterate to get language in homework assignment to match language in design challenge prompts. Bernhard wants to leave open the expectations for writing vs diagrams on homework. '''Day 2''' Scott's suggestion for homework discussion is motivated to save time and to frame discussions to be based on planning ahead rather than reviewing the past. This also gives Steve a chance to make decisions about how to assign sub-groups within a design challenges. Consensus: we will undertake Scott's amendment to the schedule. Investigation: At 10:30 Steve will announce an optional break for the groups. Presentation: small groups will get to see all design challenges. Not enough time for whole class. '''New Roles''' Homework review will now be done by all primary facilitators (1 per design challenge). Lisa will now do the Question Review (Day 1, 10:40). Nicholas will do Synthesis at the end of Day 2. __'''2:25 PT: Final Concerns'''__ We should all either use the word "spectrometer" or "spectrograph." Or we should note in an intro presentation that both words mean essentially the same thing. Steve thinks that spectrographs take images and spectrometers measure wavelengths. Where will we be on Sunday afternoon, vs. Monday? What is "success" for students on Day 1? Homework will help evaluate this. We hope that they will be able to explain how individual elements of the spectrometer work, and how changing them might influence a design. On Day 1 we can plan to facilitate either toward mastering a single element, or learning about how the elements work together to make a spectrograph, depending on which direction students appear to be headed. We note in the timeline where we indicate to students that they will have a homework assignment. A poster outlining the assignment will be useful. During break: we can add questions that we wish had been asked, but students did not. '''Task List''' Bernhard and Nicholas: get agreement between HW and challenge prompts Everyone: pack for Maui and include boxes if possible Everyone: save electronic copies of Wiki materials Additional items? ''These notes were edited for clarity before posting.'' 2008-09-26T22:02:38+09:00 http://inquirydesign.atwiki.com/page/SpecDesign%20Prep%20Checklist ==Inquiry Activity Prep Checklist== The purpose of this checklist is to provide a list of items that should be addressed before our activity happens. We may decide that some items do not apply or do not need to be addressed, but it will benefit your group to at least consider every item on the list. Items with titles in '''bold''' have not yet been addressed by the design team as a group. Initial proposals for some items have been provided by Steve. ===Facilitator roles, instructor floor time, etc.=== Who will play the following roles or present the following material (if applicable): * '''Lead Facilitator?''' ** Steve * '''Other Facilitators?''' ** Bernhard,Lisa,Nicholas * '''Timekeeper?''' ** Steve * '''Floater?''' ** Steve * '''Thinking Tool presenter?''' ** No thinking tool * '''Introductory context?''' ** Quick intro to spectroscopy with demos : Bernhard ** Quick intro to spectrometer components: Nicholas * '''Context and instructions for all transitions?''' ** Lisa * '''Context for presentations?''' ** Day 1: Lisa ** Day 2: Lisa * '''DQ/questioner for presentations?''' ** Day 1: Lisa/Steve ** Day 2: Bernhard/Nicholas * '''Presentation note-taker?''' ** Day 1: Bernhard/Nicholas ** Day 2: Lisa/Steve * '''Synthesis presenter?''' ** Spectrometer design : Steve ** Spectrometers on Haleakala/Mauna Kea: Lisa * '''Closing?''' ** Mark or John?? ===Learner groups, grouping mechanisms, etc.=== How learners will move through the activity, how they will be grouped, where they have choice and where they are assigned, etc. Thing to plan or think about: * '''# of groups in the starters?''' * '''# of groups or stations per facilitator in the starters?''' * '''How to choose/assign starter groups?''' * '''Rotate through all starters?''' * '''# of groups in the investigations?''' * '''# of groups or stations per facilitator in the investigations?''' * '''How to choose/assign investigation groups?''' * '''Rotate through all stations, or focus on 1?''' * '''How do learners choose investigation focus?''' * '''# of groups in the presentations?''' * '''Do all learners present?''' * '''Does each group have one assigned facilitator?''' * '''Can other facilitators interact with other groups? How?''' ===Materials and investigations=== * '''Permission/procedures for ordering supplies?''' * '''How much lead time to order supplies?''' * '''# of supplies/setups needed for # of learners?''' * '''Gathered all supplies and materials?''' * '''Facilitators familiar with all materials, know how to use them, etc?''' * '''Which materials for starters?''' * '''Additional materials for investigations?''' * '''Additional materials/phenomena in your "back pocket"?''' * '''Other supplies (sentence strips,markers, posters,etc)?''' ===Timing and schedules=== Not all inquiry activity elements (like a Gallery Walk) are applicable to every activity. Has your team planned the following: * '''Detailed schedule for activity?''' * '''All facilitators know the schedule?''' * '''Scheduled breaks?''' * '''How/when will questions be sorted?''' * '''Roughly when should learners be at milestones? Rough early-, middle-, late-stage investigation times?''' * '''Time(s) for facilitator check-in(s)?''' * '''Time(s) for thinking tool(s)? To the whole group at once or to smaller groups as needed?''' ===Practicing and planning=== Has your team done the following: * '''Practiced the starters?''' * '''Practiced with investigation materials?''' * '''Explored likely questions and investigation paths?''' * '''Practiced ''all'' stations and investigations in case facilitator has to cover extra/odd groups?''' * '''Practiced thinking tool(s)?''' * '''Planned multiple entry and exit points for different learners/groups at each station/investigation?''' * '''Planned what evidence counts as success?''' * '''Prepared the synthesis?''' * '''Planned for incorporating learners' work/investigations/presentations into the synthesis?''' ===What to say=== Have you decided what to say to learners for all instructions and transitions: * '''Introduction and context-setting?''' * '''Introduction for starters?''' * '''Transition/instructions to a Gallery Walk or group formation?''' * '''Transition/instructions for investigations?''' * '''Intructions for sharing? Are the expectations for learners clear?''' * '''Inquiry closing?''' * '''Any other transitions?''' ===Documentation and wrap-up=== Do you have a plan to: * '''Record/photograph starters/setup?''' * '''Record/photograph questions?''' * '''Record/photograph investigations/setups?''' * '''Record/photograph presentations?''' * '''Record schedule?''' * '''Save scripts, outlines for talks, presentation files?''' * '''Debrief among instructors afterward? Record notes? If applicable, include your teaching consultant.''' ===Activity context=== Most inquiry activities occur in the context of a larger course or program. To fit into that context, do you need to address: * '''Course instructor(s) aware of this activity's presumed prerequisites?''' * '''Course instructor(s) aware of this activity's learning goals?''' * '''Will design team members be present/participate in other course activities?''' * '''Schedule meeting(s) with course instructor before activity? Do you need a day-before or hour-before meeting?''' * '''Propose exam/homework questions to course instructor?''' * '''Propose pre-inquiry curriculum for instructor to cover?''' 2008-09-26T16:07:08+09:00 http://inquirydesign.atwiki.com/page/spectrometer_minutes_9-10 __'''4:03 PT, 4:08 PT (2nd attempt)'''___ Steve, Nicholas, Bernhard, Elizabeth, Lisa Scott arrives at 4:15. '''Travel and Materials Updates''' Bernhard will need to be picked up at the airport on Monday. Lani: All materials have arrived. Travel planning is cleared. __'''4:10 PT: Activity Timeline'''__ '''Starters''' Lisa's layout looks good. Elizabeth estimates 10-15 minutes for a student to build a cardboard spectrograph from the kit. Alternately, could borrow some plastic spectrographs from IfA. '''Grouping and Break''' Elizabeth: currently, students are given a 15-20 minute break in the middle of class. Scott: grouping is often more demanding on facilitators than students. Students could break while we are working on group issues. Agreed that we will . . . NM: lost the thread here. What did we agree upon? '''Day 1 Investigation''' Primary facilitators should record what students are working on which components, for selection of groups for Day 2. What exactly will students be investigating on Day 1? Will each group be limited to a single component? Students will be investigating with unfamiliar equipment, and without a lot of time to clearly define questions from the starter activity. If we don't initially organize students by components, we can be prepared to suggest that isolate their investigation if necessary. Nicholas proposes to start with open investigation instead of grouping by component right away. We will return to this question. '''Day 1 Post-Investigation''' Homework question (written by Bernhard) will replace presentations. When should we introduce it to the students? If too early, students might not investigate as freely. But it would help for them to see it early enough to realize that they should record their investigation. Compromise: we can let them freely investigate for a while, then give out the assignment. Self-assessment questionnaire (to be filled out between Day 1 and Day 2): Steve will think of some questions before we evaluate whether this is useful. '''Wednesday''' Expect some free time in addition to regrouping and analyzing/modifying activity so far. '''Day 2 Homework review''' Groups should have one person from each element of the spectrometer. We should map this out on Wednesday '''Design Challenges''' How do these compare to one another, as written? Do they have similar levels of difficulty? We should be prepared with additional steps for groups who meet their design challenges early. Alternately, what if groups find the challenges much more difficult than we intend? Scott: if we have diagrams of the "answers" (high-resolution spectrograph, high-throughput spectrograph), we can save them to show to groups who may really need help. Bernhard: on Wednesday we could assemble the optimal configuration of each spectrograph with the class materials, then disassemble but be ready to help direct students on Thursday Scott: how do we have them resolve two lines without showing them a working spectrograph? Steve, Lisa: we could show them an image from a high-resolution spectrograph. But acquiring these images might take some time. '''Grouping on Day 2''' Scott: be aware of social issues from Day 1 and leave some flexibility to manage group membership With a big class, we hopefully won't need to be too heavy-handed in scattering Day 1 groups. __'''4:56 PT'''__ '''Day 1 Materials''' Need to collect: cereal boxes, knives/scissors, black tape, cereal boxes Elizabeth: lab has scissors, tape, one box-cutter '''Upcoming Telecon''' Agenda: no timeline discussion! Instead, we'll discuss materials and preparation checklist. '''Task List''' Lisa: review gas tube notes and decide which tubes we might use Lisa and Steve: collect plastic spectrographs Steve: develop self-assessment questionnaire Bernhard: polish Steve's questionnaire Nicholas: prepare image prompts for design challenges (check links on Wiki page) All: collect old CDs and DVDs (expect them to be destroyed) All: respond to scheduling query for next telecon All: revise remaining timeline issues on Wiki ''These notes were edited for clarity before posting.'' 2008-09-11T00:22:47+09:00 http://inquirydesign.atwiki.com/page/Student%20Questions ==Questions & Categories== ===Length=== *What happens if the lenght of the strings aren't the same? *How does the length of string affect the period? ===Mass=== *What happens if you make both masses heavier? *What happens if the two masses aren't the same? ===Connection=== *Will energy be transfered in the same way if you use a rod v. a string? *How does the tension of the string affect oscillations? *What happens if you move the connecting point farther down? ===Patterns=== *What determines the amount of swings before the motion is passed back and fourth? *What happens if you move it sideways? ''should this be QWWNDWATTed?'' *Why does it start twisting? ''should this be QWWNDWATTed?'' ===Materials=== *What happens if you use different thickness of string? *Does the friction in the connections cause the other bob to start oscillating? ===QWWNDWATT=== *What happens if you add another bob? ''I QWWNDWATTed this because I think it may be beyond our content goals, what do you think?'' ===Other Possible Categories?=== ==General Comments== Some of my questions seem to overlap categories with patterns (for instance how does length or mass affect the pattern?) should this be a category of its own? 2008-09-04T17:28:58+09:00 http://inquirydesign.atwiki.com/page/Pendulums ==Meetings== Mondays: noon-2pm Thimann 339 ===Next Meeting Agenda=== * Make General Schedule - Bring your Calendar * Different Types of Pendulums - Bring an Ideas / Equiptment * Content Goals (including tiered content goals) ==Links== ==Activity Design== ===Goals & Evidence=== ===Starter - Example Pendulums=== ===Possible Student Questions=== ===Materials=== * String: fishing line, nylon, yarn * Weights: Coins, balls, * Springs * Rods * Connectors ===Investigation Timeline=== ===Synthesis=== 2008-09-02T17:28:04+09:00