Jan. 28

Swingers. … “Make an object that will swing back& forth 60x in a minute.”  Demo. how to time. (Begun last class.)

 

Q’s during activity ultimately related to effects of varying

*weight

*length of string

*varying angle pendulum swings through

 

Ultimate aim is for students to be investigating particular question: How does ____ effect the time it takes for pendulum to swing back/forth? . . . Discuss possible procedures with classmates. Students try to answer question, working again in pairs. (If you like, you can have students think about how they’d answer a question, then solicit possible procedures as a whole group activity.)

 

[NOTE: Students usually working on effects of weight, length, arc angle, and/or hand motion on pendulum’s period. Have not yet introduced formal term “period”] [Also, I like to eventually point out to students that everyone found my directions clear–“make an object that will swing back and forth 60X per minute”–but there’s still much opportunity for confusion. Some students will interpret directions to mean make something that swings at a rate of one swing per second, others will interpret directions to mean object must actually swing 60X without stopping. In the former case, weight doesn’t make a difference, and in the latter case changing the weight hanging on the end of the pendulum does make a difference–the added weight keeps the thing going longer on its own before it stops. ... It’s a nice little lesson about clarity and the need to check for student understanding.]

 

Also today: Need to read safety sheets to students, take time at end of class to check that students have met prerequisites.

 

Autobiography is due one week from today. If time permits, take a little time to be sure students understand what the assignment is about & how it will be graded. The rubric is simple:

Paper was two to four pages, typed, double spaced=yes,no

You discussed your personal experiences with science=yes,no

You discuss how you distinguish science from other ways of understanding the world=yes,no,somewhat

Paper was handed in on time=yes,no

 

FOR NEXT TIME: Hazen (Why My Kids Hate Science), Graika (Minds On, Hands On Science), Keys (Inquiring Minds Want to Know).

Jan. 26

Intro self, course…tell students they must present unofficial evidence of having met course prerequisites if they were permitted in (have list ready).

 

Ask students about what usually happens on first day, tell them this class will be different, more active student participation … RoundTable to generate questions, make list. . . . Intro attention-signal . . . Tell studs course-pack available through e-reserves at library (From library home page, www.csulb.edu/library, click on e-reserves, select Science Ed Dept’s SCED 401 or my name from drop-down box, click on link for this course. Password given in class. . . Syllabus online (my home page is www.csulb.edu/~acolburn, click on link for course SCED 401, or go directly to www.csulb.edu/~acolburn/SCED401).

 

Play the Name Game

 

Show students how to set up notebook:

• leave first couple pages for table of contents
• number pages, date each page
• Title for first unit: Swingers
• First question, written below title: “How can I make a pendulum that will swing back and forth 60X in a minute?”
• Record in three columns: What I Did, What Happened, My Thoughts

 

Swingers (start unit)  … “Make an object that will swing back & forth 60x in a minute.”  Demo. how to time.

 

AT END OF CLASS: Take attendance. Take photos. Show students where my office and the Science Ed office are.

 

FOR NEXT TIME: Print evidence of prereqs, if necessary. Hazen (Why My Kids Hate Science), Graika (Minds On, Hands On Science), Keys (Inquiring Minds Want to Know). Also: Go online, see syllabus—make sure to take a look at attendance policy.

 

MATERIALS: class list & registration info, safety sheets, notebooks, string, washers.