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astro300_f16:day1 [2016/08/16 22:34] – [Board Work (35 mins)] ccheng | astro300_f16:day1 [2016/08/22 19:25] (current) – jwang | ||
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//Taken from {{: | //Taken from {{: | ||
- | * (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 |
* **Instructors**: | * **Instructors**: | ||
* (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 | + | * How did the airplanes |
* What terms were ambiguous? | * What terms were ambiguous? | ||
* What assumptions needed to be made that weren' | * What assumptions needed to be made that weren' | ||
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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' | + | =====What' |
- | * 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 |
* 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. |
- | * 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?" | + | * Instructors roam around ("What is the most convincing piece of evidnece?" |
+ | * Together as a class, each group reveals guess and reason why. Reveal true answer (3 min) | ||
+ | * Discussion | ||
+ | * What was the purpose of this activity? | ||
+ | * What appropriate is this metaphor ("how is science actually done?" | ||
* How did we just model small group work? | * How did we just model small group work? | ||
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* I don't understand how Olber' | * I don't understand how Olber' | ||
* How is the Milky Way's rotation curve different than that of our Solar System' | * How is the Milky Way's rotation curve different than that of our Solar System' | ||
+ | * 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] 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] 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===== | ||