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astro300_f16:day1 [2016/08/22 18:17] – jwangastro300_f16:day1 [2016/08/22 19:25] (current) – jwang
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 //Taken from {{:astro300_f10:desbien_modeling.pdf|Modelling Discourse Management}} by Desbien// //Taken from {{:astro300_f10:desbien_modeling.pdf|Modelling Discourse Management}} by Desbien//
  
-  * (10 min) In small groups, introduce yourself to each other. Then put together a set of instructions on how to make a paper airplane (on mini whiteboards).+  * (10 min) In small groups (3-4 people), introduce yourself to each other. Then put together a set of instructions on how to make a paper airplane (on mini whiteboards).
      * **Instructors**: This is the **only** instruction given.      * **Instructors**: This is the **only** instruction given.
   * (5 min) Exchange your instructions with another group and then follow the instructions //exactly// as written using another piece of paper.   * (5 min) Exchange your instructions with another group and then follow the instructions //exactly// as written using another piece of paper.
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   * (10 min) Bring together into circle and discuss the activity (Instructors are also in the circle).   * (10 min) Bring together into circle and discuss the activity (Instructors are also in the circle).
      * Questions:      * Questions:
-        * Why did we get crazy-looking airplanes?+        * How did the airplanes turn out? Where they what you expected or different?
         * What terms were ambiguous?         * What terms were ambiguous?
         * What assumptions needed to be made that weren't explicit         * What assumptions needed to be made that weren't explicit
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         * Pictures are often better than words         * Pictures are often better than words
         * People come with prior knowledge of the material presented         * People come with prior knowledge of the material presented
 +     * Optional (test airplanes) 
  
-=====What's in the Box (15 min)=====  +=====What's in the Box (18 min)=====  
-   * Instructors have a sealed pink box. In groups, come up with experiments you can do on the box. Box is indestructible and sealed. You must be able to perform these experiments in class. +   * Instructors have a sealed pink box. In groups (3-4 people), come up with experiments you can do on the box. Box is indestructible and sealed. You must be able to perform these experiments in class. (4 min max)
         * Carina and Jason roam around and seed questions (“what do you learn by doing that?”).         * Carina and Jason roam around and seed questions (“what do you learn by doing that?”).
-        * Each group performs one of the experiments. +   * Each group performs one of the experiments. (3 min) 
-        * As a class, decide what’s in the box. Open box and find out.  +        * One member of each group performs the experiement and describes the outcome of the experiment to the class 
-   * Discussion+        * Instructor writes each description on whiteboard  
 +   * In same groups, decide what’s in the box. Each group comes up with one guess and reason why (3 min max)  
 +        * Instructors roam around ("What is the most convincing piece of evidnece?" "Are their any alternatives that could also be consistent with the measurements?") 
 +   * Together as a class, each group reveals guess and reason why. Reveal true answer (3 min)   
 +   * Discussion (5 min)
         * What was the purpose of this activity? How is this activity relevant to an introductory astronomy course?         * What was the purpose of this activity? How is this activity relevant to an introductory astronomy course?
-        * What kind of themes arise from this metaphor ("how is science actually done?")? When does it break down?+        * What appropriate is this metaphor ("how is science actually done?")? When does it break down?
         * How did we just model small group work?         * How did we just model small group work?
  

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