SCEN 102 - Activities

This web page contains all of the group report forms which you filled out in the large class. It has not been reformatted much. The activities are set up with the most recent ones first.



SCEN 102 - Group Report for Feb 27 01



1. Draw an energy chain which describes what happens to the kinetic energy of the dump truck in the rear after it hits Wendy Layton's Saturn car.



















3. The Saturn ad clearly implies that Saturn automobiles are exceptionally safe cars. Does the story in the advertisement justify this claim? If so, describe how. If not, describe what else you would ask for in order to believe the claim that the Saturn is an exceptionally safe car.





SCEN 102 - Group Report for Feb 22 2001



Barrier Crash Problem:



1. Many groups reported earlier that there was a force on YouDee at the moment that the cart hit the barrier. Looking at your speed-time graph, does your group believe that there is a force on YouDee? Why or why not?

















2. Answer the question you are given on the Barrier Crash problem.



















Bouncing Balls mini-problem:



3. Follow the instructions you are given - if we have time to do group work on this mini-problem.















Group number ____



NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________





SCEN 102 - Group Report for Feb 20 2001



1. Please check here to verify that your group has exchanged email addresses: ______



2. In the view of your group, how important is it that we have mapped the Human Genome? I realize you may only be guessing but, when it comes to seeing into the future, even the experts are guessing to some extent.













Barrier Crash Problem



3. Sketch distance-time and speed-time graphs for the cart (assume it is frictionless) and YouDee.















4. Identify on your speed-time graphs when there are forces acting on the cart and on YouDee.

Only worry about forces acting in the horizontal direction... don't worry about gravity.





















Group number ____



NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________

SCEN 102 - Group Report for Feb 15, 2001



Fossil Footprints, page 3: The rest of the footprints will now be revealed.





1. Finish the distance-time and speed-time graphs for both creatures. Sketch them below. (These do not have to be exact, quantitative measurements).

















2. In the view of your group, what do you think happened?









The Barrier Crash Problem.



all we got to was asking for a description of what happened.



3. Sketch distance-time and speed-time graphs for the cart (assume it is frictionless) and YouDee.















4. Identify on your speed-time graphs when there are forces acting on the cart and on YouDee. (We may not have time to get to this.)















NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________

SCEN 102 - Group Report for Feb 13 2001



Fossil Tracks Problem, page 2:



I have just consulted with Dr. Richard Donham, a dinosaur expert of the Math-Science Education Resource Center at the University of Delaware (this is a real person). He tells me that palentologists have understood the motion of the creatures who made these footprints well enough so that we know that each of them makes one pace every 0.2 seconds. There is a ruler available which is scaled to the actual set of fossil footprints.



1. What measurements should be made so that we can produce accurate, quantitative distance-time and speed-time graphs?













2. The instructor, with some help, will make those measurements. Now construct an accurate speed-time and distance-time graph. Do this on the back of this sheet, where there is some graph paper to help you.



Fossil Footprints, page 3: The rest of the footprints will now be revealed.



3. Finish the distance-time and speed-time graphs for both creatures. Sketch them below. (These do not have to be exact, quantitative measurements).













4. In the view of your group, what do you think happened?













NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________

SCEN 102 Minute Paper 2/12/01 NAME (print):________________

You earn two participation points by filling out this paper and writing your name in the space above, sufficiently clearly that I can READ IT.



Reflect on the first three large classes of this course, and any discussion sections and laboratories which you have participated in. Answer the two questions below. If you have limited time, the second question is the one which I am most interested in.



In your view, what has been the MOST INTERESTING learning experience that has occurred in those classes?















What is the BIGGEST QUESTION in your mind about the course so far? Or, put differently, how could these classes have been MOST IMPROVED?















SCEN 102 Minute Paper 2/12/01 NAME (print):________________

You earn two participation points by filling out this paper and writing your name in the space above, sufficiently clearly that I can READ IT.



Reflect on the first three large classes of this course, and any discussion sections and laboratories which you have participated in. Answer the two questions below. If you have limited time, the second question is the one which I am most interested in.



In your view, what has been the MOST INTERESTING learning experience that has occurred in those classes?















What is the BIGGEST QUESTION in your mind about the course so far? Or, put differently, how could these classes have been MOST IMPROVED?

SCEN 102 -- Group Report for February 8th 2001



The Fossil Tracks Problem



1. Looking at just the left hand part of the graph, describe in words the motion of the two creatures.



















2. Draw distance-time and speed-time graphs which describe the motion of the two creatures.

























3. (We will only do this if we have time.) Look at the whole picture. Draw a distance-time and speed-time diagram for the creature which left the larger footprints. What do you think happened in this situation?

















NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________



SCEN 102 Beginning Energy Activity - the Bowling Ball (2001)



Form groups with the people you are sitting with.



1. Observation: Describe what happened at the front of the room. Do not worry about whether these observations are relevant to the topic of physics. If you would like me to repeat the demonstration, please ask.







2. Analysis. Why did the bowling ball do what it did? You will be given credit for a serious attempt to answer this question, whether or not your attempt is correct.













3. In the space below, follow the instructions given you for step 3. Use the back if necessary.



















4, Evaluation. This is a somewhat unusual way to start a course. Should I start the course this way in future years? (Circle one)



Yes, definitely Yes, with changes Maybe Probably not Definitely not



What were the most interesting features of this way to start a class?





How could this activity be most improved?







NAMES OF THE GROUP MEMBERS. If your name is readable you earn 5 participation points.

______________ _______________ ______________ ________________________

Each group member should sign the lines below, certifying that that person was present and participated in the group discussion.

SIGNATURES OF GROUP MEMBERS

_____________ _______________ ______________ ______________

_______________ ______________ ______________