Lesson 1 - Monday, Sep 30
Today in science: Students who missed last week’s Lesson 4 were asked to complete the “Representing the Path of Light in Different Situations” handout to see how their ideas about light are developing. Students present during last week’s Lesson 4 were given some time to continue working on the eight Activate Science 1 questions (3.1-3.2, pp. 136-139), which are due at the start of Lesson 2.
Homework: Students need to finish answering the eight Activate Science 1 questions assigned last Friday…
3.1 “Light” pp. 136-137
Orange (in-text) questions A & B (not C!)
Blue Summary questions 1 & 2 (not 3!)
3.2 “Reflections” pp. 138-139
Orange (in-text) questions A & B
Blue Summary questions 1 & 2 (not 3!)
Lesson 2 - Tuesday, Oct 1
Today in science: Dr. M collected students’ answers to the eight Activate Science 1 questions at the start of the lesson.
Dr. M then shared the INV#1 Results table with students and asked them to begin using it to complete something we will refer to this week as the Data Interpretation Diagrams, or “DIDs.” Because they will need so many of them, students were asked to retrieve digital copies of the DIDs from the Google Science Classroom and imported them into Notability.
When complete, these diagrams will be informed not only by the many tests (or ‘trials’) we did during INV#1, but also by what students learned when completing the Activate Science 1 homework questions (but especially the Chapter 3.2 “Reflection” questions). We can then expect that our DIDs will help us dramatically improve our Class Consensus model of Pete and the Music Teacher!
Homework:
D period students need to complete one DID (Data Interpretation Diagram) for the PLEXIGLASS (COVID plastic) material. Here are the key light intensity measurements for this material:
LIGHT LEAVING THE LIGHT SOURCE: 1009.3 lux (10 arrows)
LIGHT REACHING SENSOR 1: 697.0 lux (7 arrows)
LIGHT REACHING SENSOR 2: 211.7 lux (2 arrows)
LIGHT REACHING THE MATERIAL, BUT WE’RE NOT SURE WHAT HAPPENED TO IT (Was it absorbed?): 1 arrow
E period students need to complete one DID (Data Interpretation Diagram) for the WOOD material. Here are the key light intensity measurements for this material:
LIGHT LEAVING THE LIGHT SOURCE: 1009.3 lux (10 arrows)
LIGHT REACHING SENSOR 1: 0 lux (0 arrows)
LIGHT REACHING SENSOR 2: 32.3 lux (1 dotted arrow)
LIGHT REACHING THE MATERIAL, BUT WE’RE NOT SURE WHAT HAPPENED TO IT (was it absorbed?): 9 arrows
Lesson 3 - Wed, Oct 2 (D) & Thu, Oct 3 (E)
Today in science: After checking the DID prepared by students for last night’s homework, Dr. Merritt then outlined the rest of this week’s and next week’s science lessons, which will involve following a special Monday-Monday-Monday-Monday schedule AND a test on the first part of Unit 1 (Light & Materials). This test will take place on Tuesday, Oct (Part 1) & Wednesday, Oct 9 (Part 2).
Dr. M then asked students to complete to complete 1-2 more DIDs, but after completing the ONE-WAY MIRROR DID he asked students to revisit the Initial Class model and consider making some important changes to it based on our experimental results.
Homework: D & E period students need to complete one DID (Data Interpretation Diagram) for the WHITE (ROUGH) WALL material. Here are the key light intensity measurements for this material:
LIGHT LEAVING THE LIGHT SOURCE: 1009.3 lux (10 arrows)
LIGHT REACHING SENSOR 1: 0 lux (0 arrows)
LIGHT REACHING SENSOR 2: 132.3 lux (1 arrow)
LIGHT REACHING THE MATERIAL, BUT WE’RE NOT SURE WHAT HAPPENED TO IT (was it absorbed? deflected? weakened?): 9 arrows
Lesson 4 - Friday, Oct 4
Today in science: After checking the DID prepared by students for last night’s homework, Dr. Merritt then asked students to double-check the accuracy of their finished DIDs and to then map other ones including DIDs for clothing (e.g., white vs. dark blue). As students completed their additional data interpretation diagrams, Dr. M drew their attention to diagrams in the Activate Science 1 book in which light was shown reflecting off of both rough and smooth surfaces. We discussed how these book diagrams can help us make our DID sheets more accurate to a show light phenomenon called “diffuse scattering.” On at least two of our current DIDs, we added both arrows to show light scattering off of rough surfaces and labels.
Homework: There is no weekend science homework.
Announcements...
The DRIVING QUESTION of our current unit is: Why do we see different things when looking at the same object?
#1 - A test on the "Light" portion of Unit 6.1 has been tentatively scheduled for Tuesday and/or Wednesday of next week (October 8-9).
#2 - ...