These overheads are in chronological order, starting from the beginning of the class.
Most recent update: 4/20/00
SCEN 102/HS 2/8/00
Why groups?
Five driving questions:
Course components:
Big Class
Discussion
Laboratory
SCEN102/HS 2/10/00
Number sense problem (estimate amount of gas each American uses each year)
0 - little or no progress 0
1 - approaches the 2
standard
2 - meets the standard 37
3 - exceeds the standard 1
So most of you could do this, but...
How confident were you in your answers?
Not at all confident 7
A little confident 9
Somewhat confident 5
fairly confident 12
Very confident 7
Quantitative Reasoning Problem
Company X pays its CEO $80 million per year and has laid off 600 employees. Suppose they had used the $80 million to pay the employees. How many years could they pay them for?
Answer (depends somewhat on your assumption of their salary): 2-4 years
0 - little or no progress 11
1 - approaches the 8
standard
2 - meets the standard 14
3 - exceeds the standard 1
People were more reluctant to estimate an average salary per employee.
Confidence in your answers:
Not at all 9 A little 4
Somewhat 9 fairly 9
Very 2
JOBS AVAILABLE (sign up for interview times on Monday)
Job 1: Student Assistant
6 hours per week, $7 per hour
Duties: Recording student sheets with participation points, assisting in other recordkeeping duties, internet research
Qualifications: knowledge of computer applications including spreadsheets
You set your own schedule.
Job 2: Model Solar System Webmaster
$10 per hour, 20 hours total
Duties: Prepare a web site for the University of Delaware Model Solar System.
Qualifications: Familiarity with construction of web pages.
SCEN 102/HS 2/15/00
QUESTIONS TO BE ANSWERED
1. Which of the distance-time graphs represents motion at a constant speed?
A. graph 1 only. B. graph 2 only.
C. graphs 1 and 2. D. graphs 3 and 4.
2. Which of the distance-time graphs represents motion where the speed CHANGES?
A. graph 3 only. B. graphs 3 and 4.
C. graphs 2, 3, and 4. D. none of the
above.
3. Which of the speed-time graphs corresponds to distance-time graph 1?
A. graph 1. B. graph 2.
C. graph 3. D. graph 4.
4. Which of the speed-time graphs corresponds to distance-time graph 2?
A. graph 1. B. graph 2.
C. graph 3. D. graph 4.
5. Which of the speed-time graphs corresponds to distance-time graph 3?
A. graph 1. B. graph 2.
C. graph 3. D. graph 4.
6. Which of the speed-time graphs corresponds to distance-time graph 4?
A. graph 1. B. graph 2.
C. graph 3. D. graph 4.
7. There are a number of labeled points on these graphs (M...S). At which of these points is speed constant?
A. M only. B. M, N, and P.
C. M , Q, and R. D. M, Q, and S.
8. At which of these points is speed CHANGING?
A. N, P, and R. B. R only.
C. Q, R, and S. D. N and P only.
SCEN102/HS 2/17/00
Introductory Stuff
LABS NEXT WEEK:
There are two pre-labs for week two. You should do the one which is on page 4, not the one on page 5, of the lab manual.
Reminder: Discussion section question 1 and review question 7 should be HANDED IN at your discussion section. Bring in TWO COPIES of a typed or wordprocessed answer, which should include explanations for your answers.
SOLAR SYSTEM MODEL WEB SITE TITLE
http://www.udel.edu/solarsystem
................................../solarsystem_model
................................../planetwalk
other suggestions...
The Skateboard Problem
Jim is on a skateboard. The skateboard has minimal friction. Initially Jim is not moving. Sarah pulls Jim with a steady force for 15 seconds. What happens?
The Skateboard Problem, page 2:
Sarah gets off the skateboard, and her friend Joe, who is on the football team's offensive line, gets on the skateboard. Joe is much more massive than Sarah. Jim pulls on Joe with the same force that he pulled on Sarah, for the same 15 second time interval.
What happens? How is the motion of Joe different from the motion of Sarah? Why? *
* These problems are adapted from C. W. Camp and John Clement, Preconceptions in Mechanics, Lessons dealing with Students' Conceptual Difficulties. (Dubuque, IA: Kendall-Hunt, 1994). They are more focused than is usually the case for problem-based learning, for some valid reasons. This course only spends three weeks on mechanics, and this problem, based on a well-researched way of dealing with students' misconceptions about inertia, is viewed as an important precursor to the "Jen Henry" problem that follows.
Jen Henry, the traffic cop
Carlos Mendez is driving down a country road with a 55 mph speed limit. He sees a small pug dog wander out into the middle of the road. He slams on the brakes and leaves a trail of skid marks on the road. Unfortunately he is not able to stop in time and hits the pug dog, seriously damaging it.
You are called in because the pug dog has won many international championships at dog shows and the owner claims that the stud fees which this dog will earn in its lifetime will amount to over $100,000. The pug dog can no longer perform and may have to be put to sleep. The dog owner claims that Carlos was traveling too fast down the road. The owner wants you to cite Carlos for speeding.
Suppose that you are Jen Henry.
What do you need to know in order to determine whether you should arrest Carlos for speeding?
What measurements should you make?
What questions should you ask?
What physics do you need to know and learn?
The answers to these questions are called LEARNING ISSUES and will be discussed in class this week.
SCEN 102/HS 2/22/00
Forming your groups (5 mins.)
Introduce yourselves to each other if you have not done so already.
Exchange phone numbers and e-mail addresses.
If you have time address the following questions:
Are we sitting in a good place in the room? If not, is there some place we can move?
When can we meet to discuss our ground rules?
Ground rules due in on Feb. 29.
LEARNING ISSUES WHICH EMERGE FROM PAGE 1 of the "Jen Henry" problem:
measure the length of the skid marks
"how do you find out how fast he was going?"
Weather conditions
road conditions
how skid marks compare with skid marks of greater, lesser, or equal speeds
how much time did he have to stop?
Weight of the car
what is the deceleration of the car? Is it constant?
Does the road have curves in it?
Type of the tires
Statistics on how long it would take the car to stop
LEARNING ISSUES FOR JEN HENRY,
continued...
Proof that the pug dog actually won that amount of money in competitions
What is the force of brakes on the car?
Amount of friction between the tires and the road
Need to know the formula for determining the speed of the car by the skid marks
How far was the dog thrown?
Can an officer cite someone for speeding if the person wasn't there?
FIRST GROUP TASK: "Keep your eyes on the prize." Remember that Jen Henry's question is whether to cite the driver of the car (Carlos) for speeding.
Of the 15 or so learning issues listed above, identify TWO which are the ones we should attack FIRST.
SECOND GROUP TASK:
Draw speed-time graphs (and acceleration-time graphs, if you think they help your group) for the following four situations. Include a little bit of time before the brakes are slammed on in your graphs:
1. A car drives down the road at 60 mph, slams on brakes which are really working well, and comes to a stop.
2. A car drives down the road at 60 mph, slams on brakes which aren't working so well, and comes to a stop.
3. A car drives down the road at 30 mph, slams on brakes which are working well, and comes to a stop.
4. A car drives down the road at 30 mph, slams on brakes which aren't working so well, and comes to a stop.
Jen Henry problem, page 2
Jen's notebook contains the following facts:
Weather conditions: clear sky, temperature 65 degrees, dry pavement, straight road.
Skid marks: straight. No variation in intensity apart from some gaps (normal for antilock brakes). Length of skid marks: 110 feet.
Carlos's statement is that he heard a thump, presumably the impact of the car on the pug dog, just before he stopped. He could not see how far the dog was thrown. (The dog was injured and incapacitated with a broken leg, but not killed.)
QUESTION FOR PAGE 2:
Could you use this information to answer the question, "Can you cite Carlos for speeding?" If so, how?
Jen Henry problem, page 3
A consultant to your police department has provided you with two graphs, which have been handed out, which show how cars traveling at various speeds will travel before impact. The graphs are being handed out to you. Use these graphs to solve the problem.
INTERNET SEARCH ASSIGNMENT
(5 participation points awarded next time, when you bring it in)
Search the world wide web for information to answer the following question: "How much variation is there in the stopping distances of cars at 60 mph?"
Suggestion if you get stuck: use HotBot and the key words "automobile stopping distances force"
Find TWO web pages which help you answer this question. Print out the first page of each web site. Bring TWO copies of the following to the next class (Feb. 24):
One sheet of paper with your name on it and a short paragraph that states what you learned from your search of the web.
The first pages of the two web sites, stapled to the first sheet of paper.
You should HAND IN this material at the beginning of class, and bring a SECOND COPY to share with your group.
SCEN 102/HS 3/7/00
(After unscheduled, mid-semester break)
SCEN 102 3/9/00
Summary of where we've been - forces cause motion which transforms other kinds of energy into kinetic energy.
INTERNET SEARCH
I found a very useful web site at
http://www.off-road.com/isuzu/womb_brakes.html#braketest
SCEN 102/HS 3/16/00
Beginning Big Question 2: How have electricity and electronics changed our lives?
Big Electricity Problem (BEP):
You move into an apartment with your
roommates and put refrigerator, a fan, a hot plate, and other electrical appliances in the apartment. One roommate goes into the bathroom, blow dries her hair, and blow dryer stops. Her hair is almost
dry and she's late to a hot date so she leaves. You come home 2 hours later
and notice that the lights on the side of your living room nearest the bathroom are all out and that the refrigerator is not on.
The ice cream is melted all over the floor and the food is starting to smell.
Big Electricity Problem page 1:
What happened? Why? How can you adjust things in your apartment so it doesn't happen again?
Overall issue: Can you UNDERSTAND what is going on so that you really UNDERSTAND how electricity works in your apartment?
Identify several learning issues which are important to your group's understanding of how the electricity works in your apartment.
SCEN 102 - 3/21/00
Driving Question 2: Where are we going?
Last class and today: Circuits
Next time: Magnets and Motors
Relevant Reading: R.W. Wood, "Understanding the Basics" (reserve room); Trefil and Hazen, ch 5
after spring break: What is Science, What is Technology, and current applications of electricity: computers
Reading: Trefil and Hazen, ch 1; Drucker and Landes, from Copy Maven; The Future of Computing, on the web site
This information is available on:
http://www.udel.edu/physics/scen102/00/HS/bigclass.schedule.htm
Learning Issues from Big Electricity Problem
"What characteristics of electricity determine how much current a circuit can handle?"
This question, asked by one group, is a very well stated expression of issues expressed by many groups, such as:
- how many watts can a circuit take?
- how many volts can a circuit take?
- how much electricity does each appliance require?
What type of circuit was it? Series or Parallel?
What is a fuse? What is a circuit breaker? What happens when you reset a circuit breaker?
SCEN 102 - 3/23/00
RESULTS OF MID SEMESTER COURSE EVALUATION - SCEN 102 2000 HS
| You liked | I'll do |
| demos and experiments | more of them |
| lab (mentioned by a few) | labs get more challenging with Big Projects |
| interactive learning
and group work |
continue to use it; get to know groups better |
| You didn't like | I'll respond |
| discussion | give TA's more detailed help and specific topics to cover |
| the rather sketchy syllabus | produce a more complete syllabus by the end of spring break |
| loose relationship between discussion, lab, and big class | spend some time in the big class reviewing the main points of lab and discussion |
| lack of test review and rather slim practice exam | more sample questions and specific instructions on what's on the test |
SCEN 102 - 4/4/00
Finish Big Electricity Problem
Big Electricity Problem (BEP):
You move into an apartment with your
roommates and put refrigerator, a fan, a hot plate, and other electrical appliances in the apartment. One roommate goes into the bathroom, blow dries her hair, and blow dryer stops. Her hair is almost
dry and she's late to a hot date so she leaves. You come home 2 hours later
and notice that the lights on the side of your living room nearest the bathroom are all out and that the refrigerator is not on.
The ice cream is melted all over the floor and the food is starting to smell.
What happened? Why? How can you fix it?
Group Participation Evaluation
NOTE: This time, the "grade" you get from your peers does not affect your course grade. However, COMPLETING BOTH SIDES of this evaluation DOES COUNT as part of your group grade.
IN CLASS: Determine your student numbers and fill in the names of all your group members on the bubble sheet. Grid it in if you have a pencil; if not, do that at home.
Pick up a salmon-colored instruction sheet before you leave.
The evaluation, completed correctly, is due in the BIG CLASS on 4/11, one week from today.
SCEN 102 - 4/6/00
NEXT TIME: Technology; computers; why the west grew rich. See readings on course webpage
Some parts of the course webpage which you should be visiting now:
Big Class schedule, including readings:
http://www.udel.edu/physics/scen102/00/HS/bigclass.schedule.htm
One reading which is on the web:
http://www.udel.edu/physics/scen102/00/HS/computing.future.htm
SCEN 102 - 4/11/00
Relevant reading: Trefil/Hazen ch 1
Upcoming deadlines and information
DATES and DEADLINES:
TODAY: Group evaluations
THURSDAY: Preliminary lunar log
April 25: next hour exam (note that some study guides are on the web)
Information:
Future of computing reading is on the web
The "overheads" file on the web will include a summary of big ideas from the three readings which we touch on in the big class but don't discuss in detail
Big Ideas from the readings on technology, computing, and the future of the world
Technology and Computing:
The Future of Computing (web document) http://www.udel.edu/physics/scen102/00/HS/computing.future.htm
Peter Drucker, Beyond the Information Revolution (in Copy Maven Packet)
Note: there are some missing pages. They deal with the end of the industrial revolution. I'm sorry that this happened. You will not, of course, be responsible for the contents of the missing pages.)
David Landes, "How did we get here? Where are we going?" from his Wealth and Poverty of Nations (Norton: 1998)
SCEN 102 - 4/13/00
Two optional assignments - preliminary lunar log and learning station - are due TODAY
- information on paper vs. web-based
- how to manage web-based info.
- use of e-mail for off-line dialogue
- more on the future of technology
Two interesting quotes from your minute papers:
"I'm not clear about circuits but I'll figure it out."
"I support computers in the classroom but they can never take away the role of the teacher."
SCEN 102 - 4/18/00
Note: the order of classes on the Big Class schedule has been changed in order to reserve a full class for the class activity on combustion.
SCEN 102 - 4/20/00
Minute Paper
Next time: Review of chemistry; answering your questions
SCEN 102 - 4/25/00
Exam next time. Same rules apply (you will be given P=VI, etc.;) you may use a calculator, and there will be an essay. Essay topics are posted at:
http://www.udel.edu/physics/scen102/00/HS/exam2.essay.htm
Review of chemistry and electricity - no "new" material, but a different way of organizing it.
Some review of circuits (a few specific questions from those of you who requested this review would be very helpful).
Review of other topics for the exam.
Group work 4/25
Data: Find examples from electricity and from the study of matter which show how data was used in science.
Write down a few examples on a sheet of paper (which will be your group report) and be prepared to share them.
Patterns: Do the same task with patterns.
Explanations: Do the same task with explanations. Are there any areas where we have patterns without explanations?
Write down one specific question on circuits and one other specific question that you would like to see covered in the remainder of this class.
Sign your group report as usual.
SCEN 102 - 5/2/00
Some announcements:
Poster session participation:
- if you are presenting, some team
members MUST evaluate other posters, from this course or others (use GREEN form)
- if you are not presenting, you MAY earn 5 extra participation points
by evaluation six posters (use BLUE form)
Where we're going:
5/4 The Search for Extraterrestrial Intelligence: Discussion of the SETI web site
(5 pp's for doing the assignment and 5 pp's for group work)
The assignment is: Go to the SETI Institute science web site, and bring in one paragraph of information about the relevant learning issue for discussion in your group. Learning issues will be identified on May 2 and assignments will be made then. The SETI web site, one of the best-designed sites I've seen, is at http://www.seti.org/science/Welcome.html
Exam essay questions I'd like your feedback on:
1. Describe the way that your house is wired, from the 240-volt electric cable coming into your home all the way to the various types of appliances which use electricity.
2. Your friend lives in a very old house... is cooking soup and steak... and the hot plate and all the lights go out. Why and what can your friend do about it?
3. Your friend has a headache, has run out of "Tylenol Sinus," and wants to use some other pain relievers and asks for your advice on which ones to use...
SCEN 102 - 5/4/00
Please hand in your web assignment now. Late assignments will be accepted in my mailbox through Friday but will earn fewer participation points.
SCEN 102 - 5/11/00
Driving Question 6: Searching for Extraterrestrial Life:
Processing Discussion Sections
Revised 5/16 End-of-semester stuff
MUST-DO:
Everyone must turn in an evaluation of other members in their group. Pink sheets are available up front. Due in class TODAY.
CAN-DO:
You can choose to do the optional paper (see the course website). Due on 5/22. If you do it, it counts 10 % of your grade. NOTE CHANGE OF DUE DATE.
You can earn 5 extra participation points by submitting a reflective journal for the course, responding to last week's email. Due midnight tomorrow, 5/17.
Review session Wed. May 24, 2 PM, Kirkbride 204.
Hotline open, evening of May 24.
Structured Controversy:
Minimum group size is 4. Consolidate groups if you need to.
THE PROPOSITION: You have been asked by NASA to serve as an informed citizen on an advisory board. Rep. Newt Gingersnap has asked NASA to spend part of its space science budget to investigate UFO reports. Your citizens group is to give advice to NASA on whether it is feasible to scientifically investigate UFO reports.
NASA has divided up your group:
Blue Team - argues YES it is possible to do a scientific investigation
Red Team - argues NO it is not possible to do a scientific investigation
The procedure:
Assign students within the group to red or blue teams.
Epoch 1: Red Team and Blue Team get together and prepare their arguments.
Epoch 2: Red Team and Blue Team have a debate. Someone in the group is recorder and notes key arguments which are raised during the debate.
Epoch 3: Teams report to the whole class on the key arguments which have been raised.
Epoch 4: Evaluation of this activity.
SCEN 102 - 5/16/00
Last class!
Revised 5/16 End-of-semester stuff
MUST-DO:
An evaluation of other members in their group. Pink sheets are available up front. Due in class TODAY.
CAN-DO:
Optional paper. The announcement really is on the course website. Due on 5/22. If you do it, it counts 10 % of your grade. NOTE CHANGE OF DUE DATE.
Reflective journal (see last week's email message). Due midnight tomorrow, 5/17.
Review session Wed. May 24, 2 PM, Kirkbride 204.
Hotline open, evening of May 24.
Final exam, 8 AM May 25, in ROOM 130 SHARP LAB - NOT OUR REGULAR CLASSROOM.