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astro300_f16:day1 [2016/08/16 22:21] – [Board Work (35 mins)] cchengastro300_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 3 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  
-        * How is this activity relevant to an introductory astronomy course? What is the purpose? +   * In same groups, decide what’s in the box. Each group comes up with one guess and reason why (3 min max)  
-        * What kind of themes arise from this metaphor ("how is science actually done?")? When does it break down?+        * 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 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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   * Keep some notes on things you notice that you like or could be improved. We'll talk about it at the end.   * Keep some notes on things you notice that you like or could be improved. We'll talk about it at the end.
   * Will be continued on Bootcamp Day 2   * Will be continued on Bootcamp Day 2
- 
- 
      * Why is this statement true? “If we were to measure Doppler shifts in spectra of Saturn's nearly edge-on rings, we would expect to see blueshifted lines on one side of the planet and redshifted lines on the other side.      * Why is this statement true? “If we were to measure Doppler shifts in spectra of Saturn's nearly edge-on rings, we would expect to see blueshifted lines on one side of the planet and redshifted lines on the other side.
      * Why is this statement false? “It is easier to use parallax to measure distances to stars in distant galaxies.”      * Why is this statement false? “It is easier to use parallax to measure distances to stars in distant galaxies.”
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      * Why is Orion considered a Winter constellation?      * Why is Orion considered a Winter constellation?
      * Why do we need to build some telescopes in space?      * Why do we need to build some telescopes in space?
 +     * I don't understand how Olber's paradox tells us that the age of the Universe is finite.
 +     * How is the Milky Way's rotation curve different than that of our Solar System's?
 +     * I don't understand how if I'm standing at the equator I can see all the stars.
 +     * [lab] How do I find a star's position in my data? Can I take the maximum pixel value? 
 +     * [lab] Why do we need darks and flats when observing?
 +     * [lab] How do I know what wavelength each pixel in my data corresponds to?
 =====Assignment #1: assigned 8/22, due 8/23===== =====Assignment #1: assigned 8/22, due 8/23=====
  

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