Difference between revisions of "EDUC 6470 Experimental Instructional Plans"
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(topics and concepts, optional concepts, citing Furtak.) |
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| + | ==Explanation== | ||
| + | For any of these lessons, I would like to focus on the tension between free inquiry and predetermined goals, as in Furtak 2006. | ||
| + | |||
| + | Optional concepts indicate the possibile learning outcomes depending on student or teacher choice of paths during the lesson. | ||
| + | |||
==Possible topics for the lesson== | ==Possible topics for the lesson== | ||
===Explaining the seasons=== | ===Explaining the seasons=== | ||
| − | Sadler et. al, Wikipedia's misconceptions page ( http://en.wikipedia.org/wiki/Common_misconceptions#Astronomy ), and many educators have cited the power per area argument for the seasons, due to the tilt of Earth in its orbit. Few discussions of the orbital causes of the seasons list length of day, and none I've seen help students see the seasons as a cumulative effect rather than an instantaneous one, thus explaining why January, when the sun is higher in the US, is usually colder than December, or early August is usually hotter than mid-June. | + | ;Topic:8th-10th grade school earth science, the solar system. |
| − | + | ;Concepts:Orbit, cumulative change, radiation. | |
| − | Let's do some group work with a numerical model to compare the power/area-effect and the length-of-day effect. We'll see that the problem isn't too simple an inquiry, since there are different ways to tease apart the two effects, none quite satisfactory to me. | + | ;Optional concepts: |
| + | ;Discussion:Sadler et. al, Wikipedia's misconceptions page ( http://en.wikipedia.org/wiki/Common_misconceptions#Astronomy ), and many educators have cited the power per area argument for the seasons, due to the tilt of Earth in its orbit. Few discussions of the orbital causes of the seasons list length of day, and none I've seen help students see the seasons as a cumulative effect rather than an instantaneous one, thus explaining why January, when the sun is higher in the US, is usually colder than December, or early August is usually hotter than mid-June. | ||
| + | ;Activity:Let's do some group work with a numerical model to compare the power/area-effect and the length-of-day effect. We'll see that the problem isn't too simple an inquiry, since there are different ways to tease apart the two effects, none quite satisfactory to me. | ||
===Understanding an LED=== | ===Understanding an LED=== | ||
| + | ;Topic:High school physics, solid state physics. | ||
| + | ;Concepts:semiconductors, band gap, energy conversions, color. | ||
| + | ;Optional concepts:Frequency, wavelength, wavelengths of various colors | ||
| + | ;Discussion | ||
| + | ;Activity | ||
===Repeating Galileo's discovery of the Medicean stars=== | ===Repeating Galileo's discovery of the Medicean stars=== | ||
| + | ;Topic:High school, physics, motion. | ||
| + | ;Concepts:Kepler's Law (ratios of periods, diameters); planets; heliocentric system; angular separation; orbit. | ||
| + | ;Optional concepts | ||
| + | ;Discussion | ||
| + | ;Activity | ||
Revision as of 07:13, 17 February 2010
Contents
Explanation
For any of these lessons, I would like to focus on the tension between free inquiry and predetermined goals, as in Furtak 2006.
Optional concepts indicate the possibile learning outcomes depending on student or teacher choice of paths during the lesson.
Possible topics for the lesson
Explaining the seasons
- Topic
- 8th-10th grade school earth science, the solar system.
- Concepts
- Orbit, cumulative change, radiation.
- Optional concepts
- Discussion
- Sadler et. al, Wikipedia's misconceptions page ( http://en.wikipedia.org/wiki/Common_misconceptions#Astronomy ), and many educators have cited the power per area argument for the seasons, due to the tilt of Earth in its orbit. Few discussions of the orbital causes of the seasons list length of day, and none I've seen help students see the seasons as a cumulative effect rather than an instantaneous one, thus explaining why January, when the sun is higher in the US, is usually colder than December, or early August is usually hotter than mid-June.
- Activity
- Let's do some group work with a numerical model to compare the power/area-effect and the length-of-day effect. We'll see that the problem isn't too simple an inquiry, since there are different ways to tease apart the two effects, none quite satisfactory to me.
Understanding an LED
- Topic
- High school physics, solid state physics.
- Concepts
- semiconductors, band gap, energy conversions, color.
- Optional concepts
- Frequency, wavelength, wavelengths of various colors
- Discussion
- Activity
Repeating Galileo's discovery of the Medicean stars
- Topic
- High school, physics, motion.
- Concepts
- Kepler's Law (ratios of periods, diameters); planets; heliocentric system; angular separation; orbit.
- Optional concepts
- Discussion
- Activity
