Download the link to the powerpoint for Monday

GEARS Workshop Monday
2012
Welcome
• Thanks for joining us!
• Paperwork, paperwork, and restrooms.
• Breaks – 15 min morning, afternoon, 1 hr
lunch
• Parking regs for your site
• Food/drink regs for your site
GEARS: Georgians Experience
Astronomy Research in
Schools
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NASA funded: 3 partners in GA
Virtual School curriculum development
Teacher workshops
Resource Teachers – right here in front of you
• Goal is to have 100% of GA students to be able
to access curriculum
GEARS and YOU
• You are now part of the GEARS network
pretest
• Please answer multiple choice questions on
scantron or answer sheet. Return your test
to workshop facilitators and make sure you
have your name on the answer sheet.
Agenda
• http://cheller.phy.georgiasouthern.edu/gears/
2012WorkshopDocs/Monday.html
• (daily schedule links from
http://cheller.phy.georgiasouthern.edu/gears/
2012WorkshopDocs/index.html )
Getting Started
• Today we’ll get started with some student
understandings
• What causes the seasons?
• Let’s watch some of this video – and pay
attention to when the students are talking
• How do student misconceptions develop and
what are the consequences for their future
learning?
Private Universe
• http://www.learner.org/resources/series28.ht
ml
• We will watch this video…
• While you are watching this video – think
about this question….
• How do student misconceptions develop and
what are the consequences for their future
learning?
Misconceptions - Discussion
• How do we as teachers help the students
overcome these biases and replace the
misconceptions with proper conceptions?
• What is our role as a teacher?
Textbook
• View the picture in the book. Where might
elliptical orbit misconception come from.
Seasons cause
• Handout
• Discuss confusing language of indirect/direct
• See the daily schedule for some suggested
ideas about teaching seasons
• See your “Universe at Your Fingertips”
resource for Phases of the Moon and more
Weather permitting
• Sun measurements (see later for the slides)
• You will measure the radius of the Sun.
Philosophical Statements
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Parking Lot
Whiteboarding
5E’s
Bloom’s Taxonomy, Rigor and Relevance, DOK
Whiteboarding
• Whiteboarding, on the other hand, is an active
learning process in which evaluation is ongoing
and serves to guide the learning process.
• the whiteboard allows students to clarify and
define their understanding through verbalization.
Putting concepts into words is a powerful means
of checking true understanding, as students often
do not even realize they do not understand
something until they try to explain it.
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http://modeling.asu.edu/modeling/Whiteboarding_DonYost03.pdf
5E’s
http://enhancinged.wgbh.org/research/eeeee.html
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Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following:
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Make connections between past and present learning experiences
Anticipate activities and focus students' thinking on the learning outcomes of current activities.
Students should become mentally engaged in the concept, process, or skill to be learned.
Explore: This phase of the 5 E's provides students with a common base of experiences. They identify
and develop concepts, processes, and skills. During this phase, students actively explore their environment
or manipulate materials.
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Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They
have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors.
This phase also provides opportunities for teachers to introduce formal terms, definitions, and
explanations for concepts, processes, skills, or behaviors.
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Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to
practice skills and behaviors. Through new experiences, the learners develop deeper and broader
understanding of major concepts, obtain more information about areas of interest, and refine their skills.
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Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets
teachers evaluate students' understanding of key concepts and skill development.
• http://www.o
du.edu/educ/r
overbau/Bloo
m/blooms_tax
onomy.htm
New Bloom’s
• Remembering: define, duplicate, list, memorize, recall, repeat, reproduce
state
• Understanding: classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate, paraphrase
• Applying: choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write.
• Analyzing: appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
• Evaluating: appraise, argue, defend, judge, select, support, value, evaluate
• Creating: assemble, construct, create, design, develop, formulate, write.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Rigor &
Relevance
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http://www.leadered.com/rrr.html
Depth Of Knowledge (DOK)
• Depth of Knowledge is the degree
of depth or complexity of
knowledge standards and
assessments require; this criterion
is met if the assessment is as
demanding cognitively as the
expectations standards are set for
students.
http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf
DOK – not difficulty
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DOK is NOT.....
about Verbs - Verbs are not always used appropriately.
about "difficulty" - It is not about the student or level of
difficulty for the student - it requires looking at the
assessment item not student work in order to determine the
level. DOK is about the item/standard - not the student.
http://www.ecarter.k12.mo.us/dept/curriculum/dok.html
DOK – relates to the
standards
• DOK is....
about what FOLLOWS the verb. What comes after the verb
is more important than the verb itself.
about the complexity of mental processing that must occur
to answer a question.
Remember DOK...
Descriptive, not a taxonomy
Focuses on how deeply the student has to know the
content in order to respond.
Not the same as difficulty.
http://www.ecarter.k12.mo.us/dept/curriculum/dok.html
Level 1: Recall
• Recall elements and details of story structure, such
as sequence of events, character, plot and setting.
• Conduct basic mathematical calculations.
• Label locations on a map.
• Represent in words or diagrams a scientific concept
or relationship.
• Perform routine procedures like measuring length or
using punctuation marks correctly.
• Describe the features of a place or people.
Level 2: Skill/Concept
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Identify and summarize the major events in a narrative.
Use context cues to identify the meaning of unfamiliar words.
Solve routine multiple-step problems.
Describe the cause/effect of a particular event.
Identify patterns in events or behavior.
Formulate a routine problem given data and conditions.
Organize, represent and interpret data
http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf
Level 3: Strategic Thinking
• Support ideas with details and examples.
• Use voice appropriate to the purpose and audience.
• Identify research questions and design investigations
for a scientific problem.
• Develop a scientific model for a complex situation.
• Determine the author’s purpose and describe how it
affects the interpretation of a reading selection.
• Apply a concept in other contexts.
Level 4: Extended Thinking
• Conduct a project that requires specifying a problem,
designing and conducting an experiment, analyzing its data,
and reporting results/solutions.
• Apply mathematical model to illuminate a problem or
situation.
• Analyze and synthesize information from multiple sources.
• Describe and illustrate how common themes are found across
texts from different cultures.
• Design a mathematical model to inform and solve a practical
or abstract situation.
ASTRO GPS
• Identify the DOK for the elements in the Astro
GPS.
Engage - Light
• Let’s look at some light sources
Light Sources
• Lab. Use diffraction gratings and (if available)
spectrometers.
• Classify the light sources into categories.
• Justify your categories.
Properties of Light
• What can light do when it interacts with
matter?
Light & Matter
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Reflect
Absorb
Transmit
Emit
Scatter (above the standards – different
physics than above)
• What happens when no matter between
emitter and absorber.
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Explain: Light Sources
Categories
Continuous
Absorption Line
Emission Line
What states of
matter for each?
Discuss - States of Matter
• Continuous from:
• Emission line from :
• Absorption Line from:
Sources
Spectral fingerprint
• In the Sun, the transition from level 4 to level
2 of hydrogen produces photons with a
wavelength of 486.1nm. In a star twice as hot
as the Sun, this transition would produce
photons with
• a) half that wavelength.
• b) the same wavelength.
• c) twice that wavelength.
• d) four times that wavelength.
Think Pair Share
• As a great teaching tool
• Look for that on the web as source of multiple
choice questions
• Also search on Clicker questions for good
source
• Answer B. fingerprint does not depend on
temperature.
Fingerprints
• Atoms have particular associated spectral lines
because
• a) electrons have only certain allowed energy
transitions.
• b) light consists of waves.
• c) light waves can show the Doppler effect.
• d) photons have only certain allowed orbits.
• e) speed of light in a vacuum is a constant.
Think Pair Share
Break down the answer
choices
• Go back and look at them one by one
• Answer A
Engage: Stars
• 10 minutes: Similarities and differences for
stars as seen in this photo.
• List on whiteboards
• Zoomable link – off Monday agenda:1:30pm
• http://hubblesite.org/newscenter/archive/rel
eases/2009/25/image/q/
Stars
Explore: Melting Nail
Melting Nail
• What are on the graphs?
• What is the difference?
Explore: Melting Nail
• Conclusions:
• Wavelength of the peak/crest/highest part is
at shorter wavelengths for higher
temperature
• The peak gets higher ‘intensity’ as higher
temperature
• The area under curve (which is an indicator of
total power…) gets bigger as higher
temperature
Melting Nails
• Do stars behave like the melting nails?
Explore: Melting Nail
• Generate a hypothesis in the form of
If ….. Then ….
• "If stars are like the nail, then I expect to see
blank blank for hotter stars and blank blank
for cooler stars."
• Cheller.phy.georgiasouthern.edu/2012Worksh
op/Monday.html
Explore: Test Hypothesis
• Test your hypothesis.
• Modify your hypothesis based on
observations.
• Draw conclusions from observations.
Explain: Summarize
blackbody properties
• Wavelength of the peak/crest/highest part is
at shorter wavelengths for higher
temperature
• The peak gets higher ‘intensity’ as higher
temperature
• The area under curve (which is an indicator of
total power…) gets bigger as higher
temperature
Wien’s Law – Color and
Temperature
0.0028978 m K
lmax =
T
Advanced kids or more time could use simulator to actually create a graph and then
Use slope of graph to find the constant.
EM Spectrum
EM Waves Laws
m
c = 3.00 ´10
s
8
c=
l
T
= l f = ln
Elaborate
• Stars are blackbodies.
• Use what you have learned so far to create a
hypothesis about the colors of stars and the
temperatures of those stars.
Seeing the Sun
• What would you see if you were an astronaut
ABOVE the Earth’s atmosphere when you
looked at the sun?
• A) A continuous spectrum
• B) An emission line spectrum
• C) An absorption line spectrum
Think Pair Share
Sun: photosphere is source of
continuous – atmosphere of sun absorbs
Sun
Engage: Flux
• Imagine driving at night. How do you know if a
motorcycle coming towards you is close or
far?
Flux: predict
• Make a prediction (and write it down): You
have 2 detectors and a light bulb. If you place
the 1st detector 10 cm away from light bulb,
how far away do you put the second detector
to get one half the detection?
Explore: Flux simulator
• =
http://astro.unl.edu/classaction/animations/st
ellarprops/lightdetector.html
Explain: Flux Simulator
• What are the two sets of independent & dependent
variables?
• What are the relevant control variables in each case.
• Some questions to consider: How many data points
do you need for each pairing of independent and
dependent variable? Does the answer to this
question depend on the situation, or is it the same in
every case?
Flux – Graph It and Model it
• Use Excel to make graphs of your 2
experiments
• Create a verbal model to describe the graph.
• Create a mathematical model to describe the
graph.
• Sketch graphs and write 2 models on
whiteboards
Time Permitting (if > 45 min)
• Linearize the data
Evaluate: Summarize the Law
• What is the relationship between power of
bulb and measured flux for a given distance?
• What is relationship between the distance and
the measured flux for a given bulb power?
Inverse Square Law
Flux - Evaluate
• Use your models to answer the question: You
have 2 detectors and a light bulb. If you place
the 1st detector 10 cm away from light bulb,
how far away do you put the second detector
to get one half the detection?
Brightness of Light
• What is intrinsic brightness? How was it
measured in the simulation?
• Is that the same as brightness observed or
measured?
Apply simulation to stars
• What might you conclude about stars from
this experiment?
• Create a hypothesis.
• What is your control variable?
Luminosity
• Astronomers use term luminosity to refer to
intrinsic POWER of object shining light.
• Total of all emitted/radiated energy every
second.
• Intrinsic
• What does intrinsic mean?
Flux
• Flux is a way for an observer to measure brightness
that is observed.
• We measure the energy received each second in a
certain area of our detector (square meter).
• We can call this ‘fluxiness’
• Normal humans often refer to this as intensity – but
astronomers have a different and more complex
definition of intensity. Your textbook probably calls
what astronomers refer to as flux, intensity.
Ticket Out The Door
• What can you learn about stars from
examining their light?
• Reflect on standards and activities and DOK
and Rigor Relevance
• See the form on the webpage.
• Cheller.phy.georgiasouthern.edu/gears/2012
Workshop/Monday.html
• Homework: Read your textbook about stars.
Pinhole camera
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Sketch how it works.
(optional – inverted, upright, reversed?)
What is list of measurements needed?
Where is your sunscreen/hat?
Need tubes, rulers, teams, paper to write
down answers.
• Make careful measurements – need this result
later. Prizes for most accurate 
Pinhole Camera
Dsun
ds-p
q
d
q i-p
Dimage
D = diameter – of either Sun or
image of Sun on wax paper
d = distance – either from sun to
pinhole or image to pinhole
Pinhole math
qsun = qimage
From geometry – vertical angles
Dsun
æd ö
= Dimage çç s-p ÷÷
è di-p ø
D = diameter – of either Sun or image of Sun on wax paper
d = distance – either from sun to pinhole or image to pinhole
Radius is half the diameter
Pinhole Camera
• How do we know the actual size of the Sun?
• Compute the average diameter of the Sun for
the group.
• Compute the % difference of your value from
the group average.
• Compute the % error of your value from the
‘known’ value.
% error
• Used when know actual value and you are
doing a verification lab.
• Provides a measure of the accuracy of your
results (hint – see characteristics of science)
measured - known
% error =
´100%
known
% difference
• Used when you don’t know the answer.
Provides a measure of the precision of your
results.
• Helps identify outliers.
measured - average
% difference =
´100%
(measured + average) / 2
Accuracy & Precision