GEARS Workshop Monday2012

WelcomeThanks for joining us!Paperwork, paperwork, and restrooms.Breaks 15 min morning, afternoon, 1 hr lunchParking regs for your siteFood/drink regs for your site

GEARS: Georgians Experience Astronomy Research in SchoolsNASA funded: 3 partners in GAVirtual School curriculum developmentTeacher 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 YOUYou are now part of the GEARS network

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.pretest

Agendahttp://cheller.phy.georgiasouthern.edu/gears/2012WorkshopDocs/Monday.html(daily schedule links from http://cheller.phy.georgiasouthern.edu/gears/2012WorkshopDocs/index.html )

Getting StartedToday well get started with some student understandingsWhat causes the seasons?Lets watch some of this video and pay attention to when the students are talkingHow do student misconceptions develop and what are the consequences for their future learning?

Private Universehttp://www.learner.org/resources/series28.html We will watch this videoWhile you are watching this video think about this question.How do student misconceptions develop and what are the consequences for their future learning?

Misconceptions - DiscussionHow do we as teachers help the students overcome these biases and replace the misconceptions with proper conceptions?What is our role as a teacher?

TextbookView the picture in the book. Where might elliptical orbit misconception come from.

Seasons causeHandoutDiscuss confusing language of indirect/directSee the daily schedule for some suggested ideas about teaching seasonsSee your Universe at Your Fingertips resource for Phases of the Moon and more

Weather permittingSun measurements (see later for the slides)You will measure the radius of the Sun.

Philosophical StatementsParking LotWhiteboarding5EsBlooms Taxonomy, Rigor and Relevance, DOK

WhiteboardingWhiteboarding, 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.http://modeling.asu.edu/modeling/Whiteboarding_DonYost03.pdf

5Es http://enhancinged.wgbh.org/research/eeeee.htmlEngage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 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.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.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.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.

OLDBlooms TaxonomyKnowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition. Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate. Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar. Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts. Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new. Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgments according to a set of criteria.

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

New BloomsRemembering: define, duplicate, list, memorize, recall, repeat, reproduce stateUnderstanding: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphraseApplying: 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, evaluateCreating: assemble, construct, create, design, develop, formulate, write.http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Rigor & Relevancehttp://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 difficultyDOK 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 standardsDOK 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: RecallRecall 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/ConceptIdentify 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 datahttp://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf

Level 3: Strategic ThinkingSupport 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 authors purpose and describe how it affects the interpretation of a reading selection.Apply a concept in other contexts.

Level 4: Extended ThinkingConduct 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 GPSIdentify the DOK for the elements in the Astro GPS.

Engage - LightLets look at some light sources

Light SourcesLab. Use diffraction gratings and (if available) spectrometers. Classify the light sources into categories. Justify your categories.

Properties of LightWhat can light do when it interacts with matter?

Light & MatterReflectAbsorbTransmitEmitScatter (above the standards different physics than above)What happens when no matter between emitter and absorber.

Explain: Light Sources CategoriesContinuousAbsorption LineEmission LineWhat states of matter for each?

Discuss - States of MatterContinuous 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 ShareAs a great teaching tool

Look for that on the web as source of multiple choice questionsAlso search on Clicker questions for good source

Answer B. fingerprint does not depend on temperature.

FingerprintsAtoms 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 choicesGo back and look at them one by one

Answer A

Engage: Stars10 minutes: Similarities and differences for stars as seen in this photo. List on whiteboardsZoomable link off Monday agenda:1:30pmhttp://hubblesite.org/newscenter/archive/releases/2009/25/image/q/

Stars

Explore: Melting Nail

Melting NailWhat are on the graphs? What is the difference?

Explore: Melting NailConclusions:Wavelength of the peak/crest/highest part is at shorter wavelengths for higher temperatureThe peak gets higher intensity as higher temperatureThe area under curve (which is an indicator of total power) gets bigger as higher temperature

Melting NailsDo stars behave like the melting nails?

Explore: Melting NailGenerate 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/2012Workshop/Monday.html

Explore: Test HypothesisTest your hypothesis. Modify your hypothesis based on observations.Draw conclusions from observations.

Explain: Summarize blackbody propertiesWavelength of the peak/crest/highest part is at shorter wavelengths for higher temperatureThe peak gets higher intensity as higher temperatureThe area under curve (which is an indicator of total power) gets bigger as higher temperature

Wiens Law Color and TemperatureAdvanced kids or more time could use simulator to actually create a graph and thenUse slope of graph to find the constant.

EM Spectrum

EM Waves Laws

ElaborateStars 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 SunWhat would you see if you were an astronaut ABOVE the Earths atmosphere when you looked at the sun?A) A continuous spectrumB) An emission line spectrumC) An absorption line spectrum

Think Pair Share

Sun: photosphere is source of continuous atmosphere of sun absorbs

Sun

Engage: FluxImagine driving at night. How do you know if a motorcycle coming towards you is close or far?

Flux: predictMake 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/stellarprops/lightdetector.html

Explain: Flux SimulatorWhat 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 itUse Excel to make graphs of your 2 experimentsCreate 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 LawWhat 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 - EvaluateUse 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 LightWhat is intrinsic brightness? How was it measured in the simulation?Is that the same as brightness observed or measured?

Apply simulation to starsWhat might you conclude about stars from this experiment?Create a hypothesis. What is your control variable?

LuminosityAstronomers use term luminosity to refer to intrinsic POWER of object shining light. Total of all emitted/radiated energy every second. IntrinsicWhat does intrinsic mean?

FluxFlux 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 fluxinessNormal 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 DoorWhat can you learn about stars from examining their light? Reflect on standards and activities and DOK and Rigor RelevanceSee the form on the webpage. Cheller.phy.georgiasouthern.edu/gears/2012Workshop/Monday.htmlHomework: Read your textbook about stars.

Pinhole cameraSketch 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

D = diameter of either Sun or image of Sun on wax paper

d = distance either from sun to pinhole or image to pinhole

Pinhole mathD = diameter of either Sun or image of Sun on wax paperd = distance either from sun to pinhole or image to pinholeFrom geometry vertical anglesRadius is half the diameter

Pinhole CameraHow 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.

% errorUsed 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)

% differenceUsed when you dont know the answer. Provides a measure of the precision of your results. Helps identify outliers.

Accuracy & Precision

Suggest give out contracts when teachers turn in their tests. Make sure no copies of the pre-test are outstanding.

*Look at the teacher guide how to use the video in workshops. If you plan to use that stop the video just after teacher describes heather as smart and ask teachers to predict what she will draw. Play part with Heather drawing. Close with teachers are there to help students learn - but that often means unlearning. I would not suggest watching whole thing. If you have access to a portable speaker bring it in case you need to play the dvd on your computer rather than having a built in system. *Give them experience with collecting data so they can build their understandingNote that Heather had good instruction

*Common misconception - light gets weaker when get farther from source because absorbed, scattered, or reflected rather than just spreading out. *Great PhET for the Hydrogen atom and for tubes. *Continuous solids, opaque gases (may need to define transparent and opaque)Emission line transparent gasesAbsorption line transparent gas in front of continuous but transparent is cooler than continuous emitterCommon misconception cooler makes emission line. Is really just a matter of density. *https://www.cfa.harvard.edu/~jbattat/a35/cont_abs_em.html*Teach students to read graphs and spend time on the axes and meaning. Visible light wavelength range is insetThe full range of wavelengths on the top graph.*Help students become better at making observations. Also link the observed video to the graphs. *Key features:ContinuousWavelength depends on temperature and is inversely proportionalTotal flux (total area) depends on temperature temperature increase flux increase (not linear)

*ONLY for blackbodies. This does not apply to emission line spectrum. Nor synchrotron radiation. *Emphasize names and temperatures. And might consider pointing out radio is light need a radio to convert the light to sound. *Color temperature. Picture with blue and red shows hotter and colder stars. *Make people think. Take a vote of the answer. Have them discuss. Common misunderstanding that the absorption lines are all from Earths atmosphere. Many of the lines are from the Suns atmosphere!*http://www.cosmographica.com/gallery/infographics/solar_anatomy.html*2 points = lineBut can add third and make other shape. Could have all weebly wobbly inbetween! More is better. *http://www.nasa.gov/audience/foreducators/9-12/features/F_How_Far_How_Faint_prt.htm*More distant are fainter. Brighter are nearer. Need to steer to use word fluxier since bright can be intrinsic or observer dependent. Temperature needs to be same. Cuz more luminosity from hotter stars so they are intrinsically brighter. *Intrinsic not depend on observer or how we detect. Not distance. Not waveband. *% error = (absolute value of [ your result minus known result] divided by known result) times 100%

% difference (absolute value of [ your result minus other result] divided by (( your result plus other result) divided by 2)) times 100%. Other result may be average of MANY data points as if you were doing a lab with multiple measurements and found overall average then looked at % difference for each individual measurement.

My opinion is that the % difference is more appropriate here but this is a great way to discuss peer review and % error formulas.

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