SpecDesign Activity Timeline

Table of Content

Teaching Team Roles
Schedule

Class time: Tues/Thurs 9:00 a.m. - 11:45 a.m.

Teaching Team Roles

Bernhard : Primary Facilitator, BL

Lisa : Primary Facilitator, LC

Nicholas : Primary Facilitator, NM

Steve : Design Team Lead, Timeline Manager, SR

Scott : Teaching Consultant, SS

Elisabeth : Assistant Facilitator, ER

John : Assistant Facilitator, JPy

Mark : Assistant Facilitator, MH

Jung Park : Assistant Facilitator JPa

Schedule

DAY -1 : Sunday, Sep 28

Lisa, Nicholas, Steve arrive
- FLIGHT: HA1226
- Kahului 12:50 pm
IfA Maui : gather materials, purchase missing items

Scott arrives ~4pm, separate rental car

DAY 0 : Monday, Sep. 29

8:30 a.m. Room open
set up equipment, prep and practice
WE CAN LEAVE THE EQUIPMENT UP OVERNIGHT
time off?
Bernhard arrives 7:30 p.m. Steve/Scott picks him up at airport.
- FLIGHT: Island Air

DAY 1 : Tuesday, Sep 30

8:30 : Arrive and set up

Intro 9:00 - 9:35

As students enter, hand out name-tags, labeled with numbers 1-6 for starter groups.
9:00 Class Starts : 5 min : Course instructors
9:05 Introduction : 5 min : SR
- explain the inquiry process
9:10 Timelines : 5 min : NM : what we're doing and when (for both days) [posters]
9:15 Background & Demo : 20 min : BL
- (brief explanation of spectral lines?)

Starters 9:35 - 10:21

9:35 Transition : 3 min : SR
- divide 28 students into 6 groups of 4-5 students for starters
9:38 Starters : 40 min
- SR keeps time
- Station A : Shoe Box Spectrograph : 20 min : LC + JPy + JPa
  - SFs should make sure students label their shoe-box spectrograph so they can return to it if needed on day 2.
- Station B : Plastic Spectrograph : 10 min : BL + ER
  - light sources to look at: spectral lamp, sunlight, fluorescent room lights
- Station C : Meter-stick Spectrograph : 10 min : NM + MH
  - We are only providing a few choices of elements that can be swapped in and out.

Time	Station A (LC)	Station B (BL)	Station C (NM)
9:40 - 9:50	1+2+3	4	5+6
9:50 - 10:00	...	5+6	4
10:00 - 10:10	4+5+6	1+2	3
10:10 - 10:20	...	3	1+2

What will the students write down?
- observations of new phenomena, questions about how and why
- for Station A: "what are the most important parts of a spectrograph?" "It seems very easy to make a spectrograph, but how can I improve it?"
- for Station B : "In this case I have a simple spectrograph already, is this sufficient to observe/distinguish different light sources?" "What is the best way to record what I see?"
- for Station C : real technical questions as above -- change the path length? change the detector position? widen the slit? switch the grating?
- how does the grating or prism actually work?
- why does the spectrum of the lights overhead look different from the spectrum of the sun outside?

10:18 Transition : 3 min : Steve
- Reminder of remaining timeline
10:21 : 14 Minute Break
- Primary Facilitators sort questions. Assistant Facilitators clean up starters and prepare spaces for investigation.
- (Insert a few important observations/questions that may have been missed?)

Investigations 10:35 - 11:35

10:35 Gather up : 5 min :SR
10:40 Question Review : 10 min : LC
- invite students to find others (wait through uncomfortable silence)
5 min : Students sort themselves into groups

10:55 Investigation : 40 min
8 groups of 3-4 investigate a component
- expected avenues of investigation :
  - choice of dispersive element
  - slit width and placement
  - what parameters affect resolution
  - what parameters affect intensity
  - the optical path (? distances between optical elements ?)
- Facilitation Strategy
  - investigations on DAY 2 are only ~1hr long, so we need to guide students toward the specific issues that will turn out to be helpful on DAY 2.
  - make sure groups go down these "expected avenues" rather than investigating something off the engineering goals
  - in-the-moment helping them process and understand the issues involved in these avenues of investigation
  - expect learners to be asking about the design challenges!
    - Possible response: "Tomorrow you'll be asked to design and construct a spectrograph to meet a specific challenge. In order to meet that challenge, you'll have to decide what components to use and how to put those components together. So today you should be trying to answer the question that you've chosen to focus on, while learning about how these components work."

- 11:15 Post the homework summary posters : SR
  - (inquiry continues uninterrupted, but facilitators may point out the posters)

11:35 Closing & Finish : 10 min : SR
- wrap-up, give out homework assignment
11:45 class ends

Photograph setups
Pack up equipment
WE CAN NOT LEAVE THE EQUIPMENT UP OVERNIGHT

DAY 1.5 : Wednesday, Oct 1

The room is occupied all day.
Discuss and prepare at Waiakoa/IfA Maui
Emergency Purchases
Time off

DAY 2

7:30 Arrive and Setup : (Yes, its early, but we have to set up from scratch.)

Opening 9:00-9:50

9:00 Class Starts : 5 min : MCC Instructors
9:05 Homework review : 15 min : NM : Discuss homework solutions.
9:20 Introduce Design Challenges : 15 min
- NOTE: the colors and assignments here are just for the introductions. For the investigations, each PF will have one group from each challenge.
- Overview : 3 min : SR
  - describe what success looks like : a description of how to meet the challenge (not necessarily a functioning spectrograph that fully executes that plan)

- - Chellenge 1 : resolve two closely spaced lines (high resolution) : BL
  - Challenge 2 : Compare the brightness of line A to line B. Which is the stronger line? By how much? (high throughput) : LC
  - Challenge 3 : what's in the mystery lamp? (absolute wavelength calibration) : NM

9:20 Select a Challenge : 10 min : SR
- sign-up posters are hung around the room (prepared in advance) with 10 slots on each poster.
- Students put their name on a sheet for the challenge that they are interested in.

9:30 Homework Review : 15 min
- Form three groups. One for each challenge. PF that introduced the challenge is in charge of that group for this discussion.
- discuss the homework
- brainstorm ideas for meeting the challenge based on the homework. This basically turns the homework review into part of the investigation.
- SR et al. are dividing each challenge group into 3 investigation teams off-stage.
- We will get 2 or 3 teams of 3-4 students per challenge.
- Each primary facilitator takes care of 3 investigation teams. One from each challenge.
- BL : Teams BL-1, BL-2, BL-3
- LC : Teams LC-1, LC-2, LC-3
- NM : Teams NM-1, NM-2, NM-3

9:45 Investigation Team Assignments : 5 min : SR
- Split the three challenge discussion groups into investigation teams

Investigations 9:50-11:00

9:50 Investigations : 1 hour 10 min
- Lots of learning and facilitation happens here
- 10:30 : SR reminds PFs to suggest a break if groups want it
- Milestones for Success
  - Have you constructed/altered a spectrograph that produces a spectrum of your lamp? (by ~10:20?)
  - Can you compare the spectrum you are producing to what you saw in the shoe-box/plastic spectrograph yesterday? (by ~10:30)
    - What is different about the final spectrum? Why is it different?
  - Do you have a plan for how your spectrograph could be modified to meet the challenge? (by ~11:00)
  - Demonstrate a working spectrograph that meets the challenge. (by ~11:00)

Presentations and Closing 11:00-11:45

11:00 Prepare Presentations : 15 min
- wrap-up final inquiry work, prepare presentations
- posters describing strategy, results and new questions are suggested
- demonstrations of your spectrograph are allowed
- all group members should contribute to preparation and presentation

11:15 Small-group Presentations : 15 min
- Each Primary Facilitator leads a group presentation/discussion with the 9-10 students he/she has been working with
- each investigation team gets ~ 4 mins to present + ~1 min for questions
- we have to be strict with the time limits!

11:30 Gather up : 5 min : SR

11:35 Synthesis & Wrap-up : 10 min : NM
- big picture synthesis with tie-ins to Haleakala/Mauna Kea and real-world examples
- HiRes, FOCAS, GMOS ? (whatever Nicholas wants to cover here)

11:45 Bell Rings

Day 2 Homework idea: self-assessment and faciltator-assessment questionnaire?

AFTER

Lunch / casual debrief
pack up
Formal Debrief, time permitting. concludes by 3pm
Departures
- Bernhard : Island Air, 5:45pm
- Lisa, Nicholas, Steve : Hawaiian 1235, 5:45pm