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astro300_f17:day1 [2017/08/01 04:40] – cchengastro300_f17:day1 [2017/08/16 16:39] (current) – [Other Reminders] ccheng
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 =====Activity 3: Order of Magnitude Challenge (15 min)===== =====Activity 3: Order of Magnitude Challenge (15 min)=====
-   * In pairs, work to solve the following order of magnitude question: (5 min)+   * In pairs, work to solve the following order of magnitude question: How much money does the Bay Bridge make from tolls in a year? (5 min)
    * Each group should write their solution on the board (5 min)    * Each group should write their solution on the board (5 min)
    * Have each group explain their answer (5 min)    * Have each group explain their answer (5 min)
    * Have each person place a 'bet' on one of the answers (could be their own)    * Have each person place a 'bet' on one of the answers (could be their own)
-   * Reveal answer +   * Reveal answer [[http://mtc.ca.gov/about-mtc/what-mtc/bay-area-toll-authority/san-francisco-oakland-bay-bridge|here]]
  
  
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   * Hand out the [[astro300_f17:syllabus|syllabus]].   * Hand out the [[astro300_f17:syllabus|syllabus]].
   * Hit the major points (grading and attendance policy, includes brief mention of the various assignments, our goal is that the assignments will help you prepare and evaluate for section rather than being additional work on top of section), but don't dwell on this (will return to it later).   * Hit the major points (grading and attendance policy, includes brief mention of the various assignments, our goal is that the assignments will help you prepare and evaluate for section rather than being additional work on top of section), but don't dwell on this (will return to it later).
-  * How will Ay375 work this semester? Mention important announcements. Take questions.+  * How will Ay375 work this semester? Mention important announcements/reminders at bottom of page. Take questions.
  
-=====First Day Lesson Plan (20 mins)===== +=====What does a First Day Lesson plan look like? (20 mins)=====
-Depending on whether or not this was discussed before the break:+
    * Discussion:    * Discussion:
       * What atmosphere developed? How?        * What atmosphere developed? How? 
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         * {{:private:ebrb:firstday:shiode_syllabus.pdf|AY C10 Section Syllabus}} by Josh Shiode from 2007.          * {{:private:ebrb:firstday:shiode_syllabus.pdf|AY C10 Section Syllabus}} by Josh Shiode from 2007. 
         * {{:private:ebrb:leesectionpolicy2009.pdf|AY C10 Section Syllabus}} by Aaron Lee from 2009.          * {{:private:ebrb:leesectionpolicy2009.pdf|AY C10 Section Syllabus}} by Aaron Lee from 2009. 
-        * {{:private:ebrb:theresesection|Ay C10 Section Syllabus}} by Therese Jones from 2010. 
  
  
-=====General Resources (5 mins)=====+=====General Resources/Wrap-Up (5 mins)=====
  
   * Course website contains copies of handouts and links to relevant pages. Point out main lesson plans, assignments, and teaching log prompts. Tomorrow we'll visit the page again and talk about the EBRB and other links.   * Course website contains copies of handouts and links to relevant pages. Point out main lesson plans, assignments, and teaching log prompts. Tomorrow we'll visit the page again and talk about the EBRB and other links.
   * GSI Teaching and Resource Center Website. A wealth of information.    * GSI Teaching and Resource Center Website. A wealth of information. 
-  * We'll cover other resources tomorrow.  
   * EBRB?   * EBRB?
 +  * Instructor(s) and each other!
  
-=====Board Work (35 mins)===== 
-  * Individual sample board work practice 
-  * 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 
-     * 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 again is Venus's surface temperature higher than that of Mercury's? 
-     * This homework question asks us to estimate how long it would take for us to lose sight of Jupiter (at 4 AU) if the Sun were to suddenly shut off (i.e., stop shining). The problem says we can assume the Sun-Earth-Jupiter system are all aligned, for simplicity. 
-     * What does the professor mean by the “dark side of the Moon”? I said that part of the Moon never receives sunlight and got the question wrong. 
-     * Why do atoms only accept photons of particular wavelengths? 
-     * I have to compare the luminosity of two stars. One of them is twice as massive as the other and I know that L goes as the fourth power of M.   There aren't enough numbers here for me to calculate the answer. 
-     * Can you go over the homework problem: Two stars at the same distance from us are the same temperature, but one is a giant while the other is a dwarf. Which appears brighter? 
-     * The Sun appears slightly bigger in the sky in January than it does in July. Given this information, for which month is the Earth moving faster around the Sun? 
-     * It doesn't make sense to me that we're located farther away from the Sun during summer than we are in Winter! Can you explain that to me? 
-     * Why is Orion considered a Winter constellation? 
-     * 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? 
  
  
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 Note: This assignment will be made clearer after the all-day teaching conference tomorrow. Note: This assignment will be made clearer after the all-day teaching conference tomorrow.
  
-1. Draft a syllabus for your section. Bring a copy with you to Bootcamp Day 2.+1. Draft a syllabus for your section. Bring a copy with you to class next week.
  
-2. Draft a lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? How will you accomplish your goals? +2. Draft a lesson plan for your first-day. Think about introductory materials/statements, icebreakers, activities, assessments, and the time each activity takes. What atmosphere do you want to create? What are your learning objectives? How will you assess whether these objectives were accomplished? Bring a copy with you to class next week.
  
-3. Write out your learning objectives for your first day lesson plan. Also include how you will assess whether these objectives were accomplished or not.  +3. Prepare answers to the following [[boardwork_questions | board-work questions]]. We will be calling each person up to the board to answer one of them during class next week.
- +
-4. Prepare answers to the following [[boardwork_questions | board-work questions]]. We will be calling each person up to the board to answer one of them at Bootcamp Day 2.+
          
  
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    * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 2 weeks of the semester.     * Enroll and complete the GSI Resource Center's [[http://gsi.berkeley.edu/ethics/index.html|Online Ethics Course]].  You are all required to enroll in this course and complete all five online modules during the first 2 weeks of the semester. 
    * Make sure you completed on-boarding paperwork and accepted a GSI position from Dexter so that you will be paid.    * Make sure you completed on-boarding paperwork and accepted a GSI position from Dexter so that you will be paid.
-   * Sign up for the class if you haven't done so yet (CCN ??). E-mail Dexter Stewart (dstewart@astro) if you get wait-listed.+   * Sign up for the class if you haven't done so yet (CCN 13092). E-mail Dexter Stewart (dstewart@astro) if you get wait-listed.
    * Visit Lochland Trotter (lochland@berkeley.edu) or Nina Ruymaker (ninanina@berkeley) on the 5th floor to get a key to 121/131 if you are teaching this semester. There is a $10 deposit for the key.    * Visit Lochland Trotter (lochland@berkeley.edu) or Nina Ruymaker (ninanina@berkeley) on the 5th floor to get a key to 121/131 if you are teaching this semester. There is a $10 deposit for the key.
    * Don't forget about all-day teaching conference tomorrow!    * Don't forget about all-day teaching conference tomorrow!
  
  

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