Akamai Maui Short Course

Part of the Akamai Maui Internship Program

Team Members:

Ryan, Dave, Isar, Sonnett, Mark, Jess, Scott, Lani, and The Hoff.

Topics:

Goals Revision [Jess + Dave] -- 2007 goals on the old page
Knowledge Survey Revision [Ryan + Scott] -- 2007 knowledge surveyhere.
- new knowledge surveyin PDF, saved with a password (sent in email)
Schedule[Jess + all]
Maui High Tech Industry Investigations [Isar + others, Scott helps with interns and companies] -- 2007 timeline on the old page -- here is a proposal for 2008 intern pairings and companies:doc pdf
Camera Obscura/Sun Shadows Inquiry[Ryan, Isar, Mark, & Sonnett] -- is the 2006 stuff on the old page current?
Lenses and Refraction Inquiry[Dave, Isar, & Mark] -- the 2006 timeline is ok.
Build a Telescope Activity [Mark H + others] -- is the 2006 stuff current
Color and Light Inquiry[Sonnett, Dave, & Ryan]
Telescope Design/Configuration Lecture [Mark P] -- 2007 version on the old page; needs to be updated to reflect new goals
Hand Held Spectragraphs [Co-led by Sonnett & Dave] -- 2007 version described on old page
Adaptive Optics Inquiry[Dave, Mark P, Sonnett, (Scott)]
Supplieslist [Scott + all] -- MAY 1 DEADLINE -- the 2007 supply list ishere
update morning reflections and final survey [who?]
It would be great if 7 instructors (Scott Lisa Ryan Dave Isar Sarah Mark) helped groups efficiently do the role-playing on Friday afternoon. This is very low-stakes, and you should be able to dive right in. We are just interested in someone checking in with the group to say, "why don't you try..." if they're not quickly coming up with ideas. If you are interested here are thehandouts(we won't do "oops") and the accompanyingpresentation

OLD PAGE:2007 Akamai Maui Short Course planning page

ask about the username/password

The last-minute to-do list:

Make student version of the schedule
Print student version of the schedule for their binders
Print copies of the staff schedule for instructors
Print knowledge surveys (pre and post)
Print morning reflections [Lisa?]
Print final surveys [Lisa?]
Print Science and Society handouts [Lisa?]
Instructors want to participate in Science and Society? Need to distribute [Lisa?]
Hypothesis handout [Ryan?]

Supplies

Here is a log document of what was shipped to Maui from CfAO.

Isar's comments in brown.

Ryan's comments in blue.

UPDATE 4 MAY:Do not assume you can say "just bring whatever was brought last year" and everything will be fine. FAIL! In fact, with Hilary gone, some institutional memory has definitely been lost. Here is the current supply status and some QUESTIONS THAT NEED TO BE ADDRESSED:

Generic supplies for potentially all activities, that Lani is getting for us. These will be at IfA and we'll have to move things to MCC as needed.
Pens, Pencils, Markers - 10 each color, Black Sharpies, Sentence Strips, Post It Poster Pads-plain, Post it Poster Pads - graph, Composition Notebooks, Binders - 1.5", Rulers, Index Cards, Glue, Adhesives, Duct Tape, Packing Tape, Tape Gun, Yardsticks, Scissors, Black Fabric - 4 Yards, Batteries - AA, AAA, Name tags and Badges, Lainards/Shell Leis, Scotch Tape, Power Strips, Extension Cords, 3 hole punch

Lani will order some more spectrometer kits as well.

Supplies that I will bring from CfAO.
Black foil, ray boxes with optics sets, assorted mirrors (WHAT IS NEEDED?)
Sunshadows and camera obscura:die cut cards(same as cardboards with holesof different shapes on them?), cards with mirrors, some black fabric for boxheads(last year we didnt end up needing them, but not a bad idea to have handy), room size camera obscura, Scott made those hand-held camera obscuras last year that i think we didnt end up using but could come handy, aluminum foil, toothpicks and or pins for making holes
Lenses and refraction:various lenses (NOT SURE WHAT),(we need about five sets of lenses [including diverging, converging and ? lenses] for the optics rails, not sure if the Hoff will provide these or not, we need the flat lenses that are in those padded boxes for the ray boxes, we need the light-pipes that come in another padded box)mirror/page supports, prisms
Color light spectra:dichroic filter sets, RGB gels, diffraction gratings, maglites, spectrometer kits, Dave will print spectrograph worksheets.
AO activity:fresnel lenses w/frames, bendy mirror, wire/nylon cord, metal clips (to bend the mirror), two or three big flat mirrors, a piece of white paper on a hard piece of cardboard, a lamp, ray boxes, graph paper, protractors, big cardboard box, Dave will bring aberrators and some optics for station 3.

MCC should supply (Mark H will confirm on Tuesday)
ray boxes, optics and rails, dichroic filters, gratings, slide projectors, overhead projector, boxheads, USB spectrograph, WHAT ELSE DO I NEED TO CONFIRM WITH MARK?ask about the L&R optic rail lenses - does he have the box of lenses or do we?)

Short Course Schedule

current draft (22 May):excel pdf

Student version of the schedule:excel pdf

changes: made 10 min on Monday for a first Morning Reflection; shortened lunch by 10 min to compensate

current draft (21 May):excel pdf

changes: this may be final!

current draft (7 May):excel,pdf

changes: details in the AO activity, small changes

current draft (6 May): excel,pdf

changes since last version:
- added a little arrival info
- draft details of the opening night -- intros, Kalei, icebreakers, etc
- added a little time to the knowledge surveys
- Can we ask Jeff Kuhn to move to Wednesday now that Kalei is not there?

current draft (28 April):excel,pdf

changes since last version:
- flip-flopped the two planning days so that AO team gets early work done (AO team needs)
- confirmed putting Monday at the IfA (checks out as far as I'm concerned)
- added ~20 min to "Build a Telescope" (Mark H's suggestion) -- this made some things move a little
- Does Tuesday afternoon look like a little too much lecturing now? Should we juggle things?
- do NOT have the "Perspectives" discussion at the Kula Lodge after the summit trip (Lisa's suggestion)
- found a place for the "Perspectives" discussion on Friday, moved a little bit around

Camera Obscura & Sun Shadows Inquiry

Inquiry Lead:Ryan
Facilitators:Ryan, Sarah, Mark, Isar

Goals:

Content goals:

Light trvels in straight lines and how it can be modeled as rays. This results in th explanation of how a camera obscura works.

Brief intro to the activity:

Since this is the first inquiry activity of the course, participants will be shortly introduced to inquiry in the begining. Then a small intro to the activity itself will follow. Activity seeing images inside a room size camera obscura, go outside in the sun and experiment with box head camera obscuras, use of cardboards with holes on them outside in the sun to generate shadows of different shapes and experiment with different images. In the end students will generate posters of their findings and finally a synthesis will transfer the desired content.

The Synthesis

Schedule and suggested questions

Lenses & Refraction Inquiry

Inquiry Lead:Dave
Facilitators:Dave, Isar, Mark

Goals:

Our first tier content objectives consisted of understanding: the way lenses and mirrors bend the path of light; the difference between diverging and converging beams of light; and the different way convex and concave optical elements affect beams of light. Our second tier content objectives consisted of understanding: the concept of focal length; the way a convex lens forms images (including the process of image inversion); and the relationship between magnification and the distance to the image plane and qualitatively what happens to light rays as they pass from a less dense to more dense medium and vice versa. Our third and final tier content objectives consisted of understanding: the relationship between the curvature of the lens and the focal point; the derivation of the law of reflection; and the phenomenon of total internal reflection.

Timeline: 5min Introduction, 20min Free Exploration, 2hrs Pick a question and investigate, 15min Make posters, 40min Students present (~5min each), 30min Synthesis.

Stations:
1) Image Formation with Lenses – This station consisted of a metered optics rail, a number of lenses with various focal lengths on rail mounts, an imaging screen on a rail mount, meter sticks and an arrow-shaped light source. Students explore what kind of lenses focus and which don't as well as some of the properties of that focus.
2) Light Ray Kits – This station used kits from Edmunds Scientific. The kits contained a small, boxed light source with a metal slide with slits across the opening (like a comb). This box is used to make light beams on a tabletop surface (that can be parallel, converging or diverging). The kits also contained a tabletop (cylindrical) converging lens, diverging lens, flat mirror and curved mirror. Students can trace rays and explore properties of lenses.
3) Snell’s law and Total Internal Reflection – This station consisted of two lasers setups. One was a tank containing a water/powdered milk liquid into which students could shine a laser pointer and observe the change in beam angle at an interface between two materials. The other had a laser pointer setup with a total internal reflection tube and light pipe. Total-internal reflection could be explored.
Other docs that might be helpful:

Color & Light Inquiry

Inquiry Lead:Sonnett
Facilitators:Sonnett, Dave, Ryan

Goals

Light is composed of multiple colors
Colors in light are additive

Timeline: (from 2007)Wednesday (day 3)
1:15-1:20 Introduction to Inquiry
1:20-1:40 Starters (3x7min/station)
1:40-3:40 Gallery walk, form groups, Investigations
3:40-3:55 Presentation/Poster Prep
3:55-4:30 Student presentations (7x5min/group)
4:30:5:00 Synthesis/Lecture (3x8min/station + 6min on telescope apps)

Stations:

Gel Filters
Overhead projector is set up towards a white wall. Students are able to play with various colored gel-filters in order to learn what colors light is made up of and which ones are made up of other colors (yellow=red+green).
Starter =Virtually none. You demonstrate how you can overlap filters and some combinations block all the light and others let some through.
Finisher =The students are able to distinguish primary and secondary colors. The students can make some kind of model that allows them to predict what color will be coming through any combination of filters (but not just an exhaustive list of: if Cyan+Green = Green)
Difficulties =Engaging the students - making them realize that unless they can correctly predict, they don'treallyget it.
Colored Shadows
Three overhead projectors aimed at the same region of white wall. Each one has a different colored filter over it - so each one has a different color (RGB). The overlap of all three is white. Students play with making shadows to see the additive nature of colored light.
Starter =Historically you simply put a large cardboard tube in between the projectors and the screen - casting three shadows of different colors (depending on which light/color source is being blocked).
Finisher =Somehow explain the color wheel. Distinguish between primary and secondary colors. Be able to make accurate predications as to any given shadow situation.
Difficulties =Getting intensity of each projector to be comparable so that R+G+B=White on the screen. Students often believe Yellow is a primary color and it takes some facilitation to wake them out of that. Can only have two groups (unless some do Station#4).
Ray Boxes:
Ray boxes give a line of light on the table. Students then experiment with dichroic lenses (which are awesome) to discover the additive nature of light.
Starter =Show the students the white light coming out of the ray box. Put one dichroic in the light's path (say, Red). Light changes to Cyan (Red light bounces back). Take another dichroic (say, Green) and put it further downstream. Light changes to Green (Blue light bounces back).
Finisher =Somehow explain the color wheel. Distinguish between primary and secondary colors. Be able to make accurate predications as to any given shadow situation.
Difficulties =Questions about the nature of the dichroics. When tilted to an extreme angle the transmission function of the dichroics changes (just be aware of it - could be a back pocket activity for a quick group).
??Flashlight Addition:?? (largely an extra setup for another group who wants to do Colored Shadows)
Three flashlights, each with one of the RGB filters over it so they can be combined to get any color. Students can play with different colored filters to find the difference between the primary colors and the secondary ones (we should have ready-made filters in RGB & CMY for the flashlights).
Starter =Take the three and shine them together in different combinations.
Finisher =When the students can distinguish between the primary (RGB) and secondary colors (CMY). They explain the additive properties of light. They can make predictions about any combination of colors.

Thinking Tool = Place grating on overhead so light is split into many colors. Then place gel filters/dichroics over it. Could also be used for groups who need help as time winds up - and helping groups to make and test predictions (given supervision).

Other docs that might be helpful: