Title: Learner Centered Astronomy A Teaching Excellence Workshop
1Learner Centered Astronomy A Teaching
Excellence Workshop
- Ed Prather and Gina Brissenden
- University of Arizona
- Center for Astronomy Education
- Sponsored by the NASA Navigator Public Engagement
Programs -
- http//astronomy101.jpl.nasa.gov
2What Can I do Besides Lecture to Engage Students
in their Learning?
- Ask students questions (not all questions are
equal). Use demonstrations (interactive lecture
demos) - Surprise quizzes (graded/ungraded)
- In-class writing (with/without discussion)-
muddiest point- summary of today's main points-
5-minute free writing - Think-Pair-Share (Peer Instruction-ConcepTests)
- Small Group Interactions
- Student Debates (individual/group)
- Whole Class Discussions
- Jigsawing
3Let's Try an In-Class Small Group Activity
- From
- Lecture-Tutorials for Introductory Astronomy
- Prather, Slater, Adams and Brissenden (2nd
edition 2007)
4How Research on Student Beliefs and Reasoning
Difficulties are used to Promote a
Learner-Centered Introductory Astronomy Classroom
5ORAre you really teaching if your students are
not learning?
6Another talk about the teaching and learning..
7How often do you hear the following from your
students?
- I just cant do science!
- I just cant do math!
- I understand your lectures and the readings, but
I cant do the homework. - I did all of the homework three times, but I
cant do well on your tests. - I just cant do history!
From a teaching and learning perspective, just
what is it that makes astronomy different?
8Astronomy Diagnostics Test (ADT)
BUT I AM A GREAT TEACHER!!!!
- If you could see stars during the day, this is
what the sky would look like at noon on a given
day. The Sun is near the stars of the
constellation Gemini. Near which constellation
would you expect the Sun to be located at sunset? - A) Leo C) Gemini E) Pisces
- B) Cancer D) Taurus
11
73
OOPS!!
West ?
? East
South
9The Real Situation- from How People Learn
- Students enter your lecture hall with
preconceptions about how the world works. If
their initial understanding is not engaged, they
may fail to grasp the new concepts and
information that are taught, or they may learn
them for the purposes of a test but revert to
their preconceptions outside the classroom
HOW PEOPLE LEARN, National Research Council,
National Academy Press, 2000.
10From How People Learn
- Humans are viewed as goal-directed agents who
actively seek information. They come to formal
education with a range of prior knowledge,
skills, beliefs, and concepts that significantly
influence what they notice about the environment
and how they organize and interpret it. This, in
turn, affects their abilities to remember,
reason, solve problems, and acquire new
knowledge. If students initial ideas and
beliefs are ignored, the understandings that they
develop can be very different from what the
teacher intends.
HOW PEOPLE LEARN, National Research Council,
National Academy Press, 2000.
11How People Learn
- Students enter the classroom with preconceptions
about how the world works. If their initial
understanding is not fully engaged, they may fail
to grasp new concepts in meaningful ways that
last beyond the purposes of an exam. - To fully develop competence, students must (1)
have a deep foundation of factual knowledge, (2)
understand interrelationships among facts and
concepts and (3) organize knowledge in ways that
facilitate retrieval and application - A metacognitive approach to instruction can
help students learn to take control of their own
learning and monitor progress. - How People Learn Brain, Mind, Experience, and
School (Expanded Edition),National Research
Council, National Academy Press, 2000.
12Key results from research into education and
cognition
- Learning is productive / constructive - learning
requires mental effort - Knowledge is associative / linked to prior mental
models and cognitive structures - The cognitive response is context dependent
what and how you learn depends on the educational
setting - Most people require some social interactions in
order to learn deeply and effectively
13Our Assumptions
- The introductory course for non-science majors
could be significantly improved - Although the lecture approach is largely
insufficient, there are instructional strategies
available to accompany lecture that
intellectually engage students - Large enrollment courses can use learner-centered
instructional strategies - Awareness of and exposure to active learning
techniques will motivate faculty to try them
14Active Learning
- Active learning is when students take active
responsibility for participating in and
monitoring of their own learning by engaging in
critical reasoning about the ideas presented in
the class.
15A Commonly Held Inaccurate Model of a Students
Conceptual Framework
16A Commonly Held Inaccurate Model of Teaching and
Learning
17So What Can You Do About It?
18Assumption 1 - Lecture is ineffective at
promoting deep conceptual change.
- This was NOT a traditional case study that had a
control group and used two treatments with a
randomized population of participants - Population students enrolled in the
introductory astronomy course for non-science
majors
19Assumption 1 - Lecture is ineffective at
promoting deep conceptual change.
- Instrument used A 68 items research based
multiple choice questionnaire - Pre-Course two forms, AB, which each contained
a subset of questions - Post-Lecture questions administered in subsets
that directly reflected topic of lecture
20Celestial Motion of Objects
21Celestial Motion of Objects
- Before Lecture (N42) 2 correct
22What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
23What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
- Before Lecture (N42) 5 correct
24Blackbody Radiation LT
- The graph below shows the blackbody spectra for
three different stars. Which of the stars is at
the highest temperature? - a) Star A
- b) Star B
- c) Star C
25Blackbody Radiation LT
- The graph at right shows the blackbody spectra
for three different stars. Which of the stars is
at the highest temperature? - a) Star A
- b) Star B
- c) Star C
- Before Lecture (N42) 12 correct
26H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
27H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
- Before Lecture (N39) 41 correct
28Expansion of the Universe
29Expansion of the Universe
- Before Lecture (N39) 19 correct
30Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
31Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
- Before Lecture (N39) 53 correct
32Assumption 1 - Lecture is ineffective at
promoting deep conceptual change.
- Instrument used A 68 items research based
multiple choice questionnaire - Pre-Course two forms, AB, which each contained
a subset of questions
- Pre-Course mean 30 (nA39,nB42)
33So What Can You Do About It?
34Funky Winkerbean BY TOM BATIUK
35(No Transcript)
36(No Transcript)
37Celestial Motion of Objects
- Before Lecture (N42) 2 correct
38Celestial Motion of Objects
- Before Lecture (N42) 2 correct
- After Lecture (N 135) 19 correct
39What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
- Before Lecture (N42) 5 correct
40What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
- Before Lecture (N42) 5 correct
- After Lecture (N127) 53 correct
41Blackbody Radiation LT
- The graph at right shows the blackbody spectra
for three different stars. Which of the stars is
at the highest temperature? - a) Star A
- b) Star B
- c) Star C
- Before Lecture (N42) 12 correct
42Blackbody Radiation LT
- The graph at right shows the blackbody spectra
for three different stars. Which of the stars is
at the highest temperature? - a) Star A
- b) Star B
- c) Star C
- Before Lecture (N42) 12 correct
- After Lecture (N120) 16 correct
43H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
- Before Lecture (N39) 41 correct
44H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
- Before Lecture (N39) 41 correct
- After Lecture (N86) 48 correct
45Expansion of the Universe
- Before Lecture (N39) 19 correct
46Expansion of the Universe
- Before Lecture (N39) 19 correct
- After Lecture (N 85) 27 correct
47Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
- Before Lecture (N39) 53 correct
48Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
- Before Lecture (N39) 53 correct
- After Lecture (N 94) 51 correct
49Assumption 1 Lecture is ineffective at
promoting deep conceptual change.
- Instrument used A 68 items research based
multiple choice questionnaire - Pre-Course two forms, AB, which each contained
a subset of questions - Post-Lecture questions administered in subsets
that directly reflected topic of lecture
Pre-Course mean 30 (nA39,nB42) Post-Lecture
mean 52 (n 100)
50So What Can You Do About It?
- Lecture more loudly?
- Its not what the instructor does that matters
rather, it is what the students do that matters - Create a learner-centered environment that
promotes the intellectual engagement of your
students - For large-enrollment lectures, we created
Lecture-Tutorials for Introductory Astronomy
51(No Transcript)
52Development of Lecture-Tutorialsfor
Introductory Astronomy
- Based on the topics faculty most often cover
- Require 15-minutes and are designed for easy
implementation into existing traditional lecture
courses - Socratic-dialogue driven, highly-structured
collaborative learning activities designed to - elicit misconceptions
- confront naïve, incomplete, or inaccurate ideas
- resolve contradictions
- demonstrate the power of THEIR conceptual models
53Idealized Classroom Implementation
- Professor lectures for approximately 20 minutes
on core ideas of the topic to prepare students
for working on the activity - Students are posed a conceptually challenging
question on the presented lecture material to set
the stage for the activity to come - Class is divided into pairs or small groups and
instructed to work collaboratively and reach
consensus on the questions presented in the
lecture-tutorial activity - Professor debriefs the activity interactively
highlighting the difficulties in reasoning and
common problems - Professor returns to lecture mode on next course
topic
54Drum roll please
Lecture-Tutorial Motion
55(No Transcript)
56Idealized Classroom Implementation
- Professor lectures for approximately 20 minutes
on core ideas of the topic to prepare students
for working on the activity - Students are posed a conceptually challenging
question on the presented lecture material to set
the stage for the activity to come - Class is divided into pairs or small groups and
instructed to work collaboratively and reach
consensus on the questions presented in the
lecture-tutorial activity - Professor debriefs the activity interactively
highlighting the difficulties in reasoning and
common problems - Professor returns to lecture mode on next course
topic
57- What Do You Do During a Small Group Activity?
- This is the chance to actually get to talk with
your students about their learning of astronomy. - Nudge groups with helpful question to steer their
group discussion in the right direction. - Ask two nearby groups to check their answer and
to account for any differences to facilitate
class interactions. - Pull in non-participants by asking them what and
why the other group members answered the way that
they did. - Offer thought provoking questions that help
students engage with the concepts. - Circle the wagons afterward ( i.e., debrief )
- Always in pursuit of the TEACHABLE MOMENT
58Topics
- Light and EM Spect.
- Trig. Parallax
- Cosmology and B.B.
- Telescopes and Star Maps
- Solar System
- Our Sun
- Solar System Motion
- Moon Phases
- Stellar Evolution
- Char. of Milky Way
- Celestial Sphere
- Stellar Magnitudes
- Stellar Spectra
59Topics
- Light and EM Spect.
- Trig. Parallax
- Cosmology and B.B.
- Telescopes and Star Maps
- Solar System
- Our Sun
- Solar System Motion
- Moon Phases
- Stellar Evolution
- Char. of Milky Way
- Celestial Sphere
- Stellar Magnitudes
- Stellar Spectra
60Topics
61Predicting Moon Phases
- Which of the following is possible?
- a) a waxing crescent Moon on the eastern
horizon just after sunset. - b) a waning gibbous on the western horizon just
after sunset. - c) a waning crescent Moon on the eastern horizon
just before sunrise. - d) a full Moon on the western horizon at sunset
- e) a first quarter moon rising at dawn.
62Predicting Moon Phases
- Which of the following is possible?
- a) a waxing crescent Moon on the eastern horizon
just after sunset. - b) a waning gibbous on the western horizon just
after sunset. - c) a waning crescent Moon on the eastern horizon
just before sunrise. - d) a full Moon on the western horizon at sunset
- e) a first quarter moon rising at dawn.
63- Consider the following debate between two
students about the cause of the phases of the
Moon. - Which, if either, do you agree with and why?
- Student 1 The phase of the Moon depends on how
the Moon, Sun and Earth are aligned with one
another. During some alignments only a small
portion of the Moons surface will receive light
from the Sun, in which case we would see a
crescent moon.
64- Consider the following debate between two
students about the cause of the phases of the
Moon. Which, if either, do you agree with? Why? - Student 1 The phase of the Moon depends on how
the Moon, Sun and Earth are aligned with one
another. During some alignments only a small
portion of the Moons surface will receive light
from the Sun, in which case we would see a
crescent moon. - Student 2 I disagree. The moon would always get
the same amount of sunlight its just that in
some alignments Earth casts a larger shadow on
the Moon. Thats why the Moon isnt always a full
moon.
65Modern Topics too!!
- Milky Way Scales
- Expansion of the Universe
- Looking at Distant Objects
66Assumption 2 Lecture-Tutorials can
intellectually engage students at a level that is
more effective than traditional lecture at
promoting deep conceptual change.
- Post Lecture-Tutorial questions administered in
subsets
- Pre-Course mean 30 (nA39,nB42)
- Post-Lecture mean 52 (n 100)
67Celestial Motion of Objects
- Before Lecture (N42) 2 correct
- After Lecture (N 135) 19 correct
68Celestial Motion of Objects
- Before Lecture (N42) 2 correct
- After Lecture (N 135) 19 correct
- After Lecture Tutorial (N134) 66 correct
69Blackbody Radiation LT
- The graph at right shows the blackbody spectra
for three different stars. Which of the stars is
at the highest temperature? - a) Star A
- b) Star B
- c) Star C
- Before Lecture (N42) 12 correct
- After Lecture (N120) 16 correct
70Blackbody Radiation LT
- The graph at right shows the blackbody spectra
for three different stars. Which of the stars is
at the highest temperature? - a) Star A
- b) Star B
- c) Star C
- Before Lecture (N42) 12 correct
- After Lecture (N120) 16 correct
- After Lecture Tutorial (N80) 80 correct
71What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
- Before Lecture (N42) 5 correct
- After Lecture (N127) 53 correct
72What Causes Moon Phases
- The diagram below shows Earth and the Sun as
well as five different possible positions for the
Moon. Which position of the Moon best corresponds
with the phase of the Moon shown in the figure at
the right?
- Before Lecture (N42) 5 correct
- After Lecture (N127) 53 correct
- After Lecture Tutorial (N104) 72 correct
73H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
- Before Lecture (N39) 41 correct
- After Lecture (N86) 48 correct
74H-R Diagrams and Spectral Class
- A red giant of spectral type K9 and a red main
sequence star of the same spectral type have the
same - a) luminosity.
- b) temperature.
- c) absolute magnitude.
- Before Lecture (N39) 41 correct
- After Lecture (N86) 48 correct
- After Lecture Tutorial (N83) 73 correct
75Expansion of the Universe
- Before Lecture (N39) 19 correct
- After Lecture (N 85) 27 correct
76Expansion of the Universe
- Before Lecture (N39) 19 correct
- After Lecture (N 85) 27 correct
- After Lecture Tutorial (N75) 56 correct
77Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
- Before Lecture (N39) 53 correct
- After Lecture (N 94) 51 correct
78Looking at Distant Objects
Imagine that you simultaneously receive the
satellite transmission of two pictures of two
people that live on planets orbiting two
different stars. Each image shows the people at
their 21st birthday parties. Consider the
following possible interpretations that could be
made from your observations. Which do you think
is the most plausible interpretation?
a) Both people are the same age but at different
distances from you. b) The people are actually
different ages but at the same distance from
you. c) The person that is closer to you is
actually the older of the two people. d) The
person that is farther from you is actually the
older of the two people.
- Before Lecture (N39) 53 correct
- After Lecture (N 94) 51 correct
- After Lecture Tutorial (N77) 77 correct
79Assumption 2 Lecture-Tutorials can
intellectually engage students at a level that is
more effective than traditional lecture at
promoting deep conceptual change.
- Post Lecture-Tutorial questions administered in
subsets
- Pre-Course mean 30 (nA39,nB42)
- Post-Lecture mean 52 (n 100)
- Post-Lecture Tutorial 72 (n 100)
80Qualitative Results(focus group)
- Students believe that the tutorials are one of
the greatest strength of the class - I liked the Tutorial, they were very helpful. I
am not a science person but feel that I learned a
lot from them. - Why dont all professors use tutorials during
class? - The student interaction and tutorials are a very
effective approach to both teaching and learning.
I guarantee most students will retain most of
this course.
81Qualitative Results(interview)
- And then the tutorials? I dont know who ever
thought of that. But its really how classes
should be taught.The tutorials review concepts
because they break it down. You start with
something so simpleand then it slowly gets to
more. Marti
82Qualitative Results(interviews)
- I know the worksheets are real helpful. I found
it sometimes hard to talk to as many people as I
wanted to talk to and finish the worksheet in
time. Joe
83But wait there is more!!
- For those of you who prefer to emphasize
quantitative or mathematical reasoning we have
created - Ranking Tasks for Introductory
Astronomy
84Results over Eight Core Topics
Core Topics Seasons Keplers Laws Star Magnitude
Distance Motion of the Sky Phases of the
Moon Gravity Luminosity of Stars Doppler Effect
( N 100 )
100
75
Percent Correct
50
25
0
Pretest
Post-Lecture
Post-Ranking Tasks
Study Trial
85Results Averages for Eight Core Topics
( N 100 )
100
More difficult gains!
75
77
Best results with lecture!
Percent Correct
50
61
Both gains are statistically significant at .05
level. Based on series of 8 mixed-factors ANOVA
Least Significant Differences tests.
25
32
0
Pretest
Post-Lecture
Post-Ranking Tasks
Study Trial
86Results Averages for Eight Core Topics
( N 100 )
100
More difficult gains!
75
77
Best results with lecture!
Percent Correct
50
61
Post-Lecture to Post-Ranking Task Hakes
Normalized Gain 0.41 (moderately large
effect) Cohens d 0.62 (Large effect)
25
32
0
Pretest
Post-Lecture
Post-Ranking Tasks
Study Trial
87Other Effects of Ranking Tasks?
( Based on repeated factor ANOVA )
Gender? High/Low Students on Pretest?
88Ranking Tasks Gender Effect?
( N 100 )
100
75
Ranking Tasks benefited both groups equally.
Percent Correct
50
Male
Female
25
0
Pretest
Post-Lecture
Post-Ranking Tasks
Study Trial
89Ranking Tasks High vs Low Pretests Groups?
( N 100 )
100
76
75
64
76
Upper Median Group
Ranking Tasks benefited both groups equally.
Percent Correct
55
50
59
25
Lower Median Group
11
0
Pretest
Post-Lecture
Post-Ranking Tasks
Study Trial
90Student Attitudes about Ranking Tasks
Students reported that RTs contributed
to my interest in course topics? 52 RTs
were enjoyable part of classroom experience?
62 RTs helped me prepare for tests? 72
RTs helped my learning of course material?
83
91- What Do You Do During a Small Group Activity?
- This is the chance to actually get to talk with
your students about their learning of astronomy. - Nudge groups with helpful question to steer their
group discussion in the right direction. - Ask two nearby groups to check their answer and
to account for any differences to facilitate
class interactions. - Pull in non-participants by asking them what and
why the other group members answered the way that
they did. - Offer thought provoking questions that help
students engage with the concepts. - Circle the wagons afterward ( i.e., debrief )
- Always in pursuit of the TEACHABLE MOMENT
Always in pursuit of the TEACHABLE MOMENT
92Some Benefits to Doing Activities in Groups
- Capitalize on students in your class who like to
socialize - Revisit complicated concepts in ways besides
lecture - Actually talk to your students about concepts
- Emphasize learning the material that will be on
test during class time - Demonstrate to students that science is about
doing stuff, a social endeavor that involves
collaboration, not memorizing lists of facts
93Critical Questions
- What are YOUR beliefs about teaching and learning
and how do they guide your instruction? - How do YOU want your students to be different as
a result of the experiences you design? - What do YOU know about the research on how
STUDENTS learn? - What strategies and resources are available that
are proven to actively engage students and
improve their understanding? - What evidence would YOU accept that your students
have made significant gains in conceptual
understanding, as well as attitudinal and skill
domains?
94Just how does one create learning sequences that
motivate students to learn what we want them to
know?
Creating the Learner-Centered Environment
95How do you decide what to teach out of all that
could be covered? How do you choose which
learning strategies to integrate into you class
and make it meaningful for the students?
96You must choose to engineer this sequence by
considering the answers to the following
questionsWhat is the highest level question(s)
you would want your students to be able to
answer? Choose a question(s) that would
demonstrate that they really understand? What
activities and experiences do your students need
to engage with in order to develop their
understanding?What feedback do you and your
students need so you both know you are ready for
the next steps and to guide your
instruction?What limited interactive
lecturing do you need to do to set students up
for successful learning experiences in their
activities?
97Example Moon PhasesWhat is the highest level
question(s) you would want your students to be
able to answer? Choose a question(s) that would
demonstrate that they really understand?
98 -
- If the moon is in the new phase today, how many
of the moon phases shown above would the moon go
through during the next 11 days. - only one
- two
- three
- more than three
- none
Now start thinking through the instruction
sequence in terms of what a students needs to
know to be able to answer this question.
99- Which of the following groups of moon phases can
be seen (above the horizon) at 1100 am? - Third Quarter, Waning Crescent, and Waxing
Crescent - New Moon, First Quarter, and Waxing Gibbous
- Waxing Gibbous, Full Moon, Waning Gibbous
- Waxing Crescent, First Quarter, Waxing Gibbous
Now start thinking through the instruction
sequence in terms of what a students needs to
know to be able to answer this question.
100- If the moon is highest in the sky this morning at
600 am, what phase will the Moon be in one week
from now? - full
- waxing crescent
- waning crescent
- waning gibbous
- new
Now start thinking through the instruction
sequence in terms of what a students needs to
know to be able to answer this question.
101Example Moon PhasesWhat is the highest
level question(s) you would want your students to
be able to answer? Choose a question(s) that
would demonstrate that they really understand?
What activities and experiences do your
students need to engage with in order to develop
their understanding?
102Example Moon PhasesWhat is the highest level
question(s) you would want your students to be
able to answer? Choose a question(s) that would
demonstrate that they really understand? What
activities and experiences do your students need
to engage with in order to develop their
understanding?
- Think Pair Share Questions Lecture Tutorials
- Case Studies Ranking Tasks
- Computer simulations labs Writing Prompts
- and many more
You actually need to work through the activity
you choose before you can move forward or you
will not be able to design the lecture that
supports the activity.
103Example Moon PhasesWhat is the highest level
question(s) you would want your students to be
able to answer? Choose a question(s) that would
demonstrate that they really understand? What
activities and experiences do your students need
to engage with in order to develop their
understanding?What feedback do you and your
students need so you both know you are ready for
the next steps and to guide your instruction?
104- Questions that a student needs to be asked
(during the interactive lecture)
How many phases shown in the picture at the right
will the Moon go through in one day? How long
does it take the Earth to complete one rotation?
How far will the Moon have moved? How long does
it take the Moon to complete one orbit? How many
of the phases will the Moon have gone through in
this time? How much of the Moons total surface
is illuminated when it is in the phase
identified? How much of the illuminated surface
of the Moon is visible from Earth when it is in
the phase identified? What time is it when the
phase identified is highest in the sky? Rising?
Setting? What phase will it be in in two weeks.
105 Discovering the Night Sky- Tail Gate
Party 1 (a.k.a Exam 1 Review Session) From
400 pm 600pm on Tues Sep 12th in RM N210
- Exam 1 Wednesday, Sep 13th Here N210
106How are the motions and positions of Earth and
the Sun connected to what happens on Earth?
- Earths rotation on its axis determines the
length of the day. - Earths orbit around the Sun determines the
length of the year. - The tilt of Earths rotational axis with respect
to the plane of Earths orbit causes the seasons.
107The changing phases of the Moon originally
inspired the concept of the month
108Moon Phase Names
- New Moon
- Waxing Crescent
- First Quarter
- Waxing Gibbous
- Full Moon
- Waning Gibbous
- Third Quarter
- Waning Crescent
109Watch Movie at http//aa.usno.navy.mil/graphics/M
oon_movie.gif http//antwrp.gsfc.nasa.gov/apod/im
age/9911/lunation_ajc.gif OR http//www.solarv
iews.com/raw/moon/vmoon2.mpg
110The Causes of Moon Phases
- Think to yourself about the answer to this
question - What causes the phases of the Moon?
-
- Take out a piece of paper and quickly write out
a brief answer.
111Although the Moon is always ½ lit by the Sun, we
see different amounts of the lit portion from
Earth depending on where the Moon is located in
its orbit.
112How long does it take to complete the full cycle
of Moon Phases?
- About a day
- About a week
- About a month
- About a year
- None of the above
Check your answer with your partner!!
113(No Transcript)
114Although the Moon is always ½ lit by the Sun, we
see different amounts of the lit portion from
Earth depending on where the Moon is located in
its orbit.
115Lets Watch some Moon Phase Animations!
Pay attention to where the Moon, Sun and Earth
are located and how the Moon appears from Earth
at each of these positions. Look at how much of
the Moon is illuminated when at each position.
Look at which side of the Moon is illuminated
when at each position.
116Although the Moon is always ½ lit by the Sun, we
see different amounts of the lit portion from
Earth depending on where the Moon is located in
its month-long orbit.
117How many phases shown in the picture at the right
will the Moon go through in one day? How long
does it take the Earth to complete one rotation?
How far will the Moon have moved? How long does
it take the Moon to complete one orbit? How many
of the phases will the Moon have gone through in
this time? How much of the Moons total surface
is illuminated when it is in the New Phase? Full
Phase? How much of the illuminated surface of
the Moon is visible from Earth when it is in the
First Quarter Phase, Full Phase? What time is it
when the Waxing Gibbous Phase is highest in the
sky, Rising? Setting? What phase will it be in
one week later.
118What time is it when the waxing crescent moon is
highest in the sky? When does it first rises?
When does it set?
East
West
119What time is it when the waxing crescent moon is
highest in the sky? When does it first rises?
When does it set?
East
West
120West
What time is it when the waxing crescent moon is
highest in the sky? When does it first rises?
When does it set?
East
121What moon phase would be rising in the East at
3pm? What Moon phase would be setting in the
West at 3pm?
East
West
122 The Moon Phase is highest in the sky at 9pm
today. What phase will the Moon be in three
weeks after today?
123Lecture Tutorials Cause and Predicting Moon
Phases pgs (25 32)
- Work with a partner!
- Read the instructions and questions carefully.
- Discuss the concepts and your answers with one
another. Take time to understand it now!!!! - Come to a consensus answer you both agree on.
- If you get stuck or are not sure of your answer,
ask another group. - If you get really stuck or dont understand what
the Lecture Tutorial is asking, ask one of us for
help.
124Which Moon position (A-E), shown in the diagram
at right, best corresponds with the moon phase
shown below?
C
B
D
A
E
Orbit of the Moon
125Which of the situations shown above occurs at a
time closest to sunset?
126If the Moon were in the phase shown above, what
phase would it be in two weeks later?
127 -
- If the moon is in the Full phase today, how many
of the moon phases shown above would the moon go
through during the next 11 days. - only one
- two
- three
- more than three
- none
128- Which of the following groups of moon phases can
be seen (above the horizon) at 300 am? - Third Quarter, Waning Crescent, and Waxing
Crescent - New Moon, First Quarter, and Waxing Gibbous
- Third Quarter, Full Moon, Waning Gibbous
- Waxing Crescent, First Quarter, Waxing Gibbous
- None of the above is correct
129Just how does one create learning sequences that
motivate students to learn what we want them to
know?
Creating the Learner-Centered Environment
130How do you decide what to teach out of all that
could be covered? How do you choose which
learning strategies to integrate into you class
and make it meaningful for the students?
131You must choose to engineer this sequence by
considering the answers to the following
questionsWhat is the highest level question(s)
you would want your students to be able to
answer? Choose a question(s) that would
demonstrate that they really understand? What
activities and experiences do your students need
to engage with in order to develop their
understanding?What feedback do you and your
students need so you both know you are ready for
the next steps and to guide your
instruction?What limited interactive
lecturing do you need to do to set students up
for successful learning experiences in their
activities?
132Example Doppler ShiftWhat is the highest
level question(s) you would want your students to
be able to answer? Choose a question(s) that
would demonstrate that they really understand?
133Use the four spectra shown at right for objects
A-D, to answer the next question. Note that one
of the spectra is from an object at rest (not
moving) and the remaining spectra come from
objects that are all moving toward the observer.
- Which of the four objects A-D is moving with the
fastest speed? - Object A
- Object B
- Object C
- Object D
- More than one object is moving with the fastest
speed.
Now start thinking through the instruction
sequence in terms of what a students needs to
know to be able to answer this question.
134Example Doppler ShiftWhat is the highest
level question(s) you would want your students to
be able to answer? Choose a question(s) that
would demonstrate that they really understand?
What activities and experiences do your
students need to engage with in order to develop
their understanding?
135- Example Doppler ShiftWhat is the highest
level question(s) you would want your students to
be able to answer? Choose a question(s) that
would demonstrate that they really understand?
What activities and experiences do your
students need to engage with in order to develop
their understanding?
- Think Pair Share Lecture Tutorials
- CLEA Ranking Tasks
- Class-Action Project Light
- and many more
You actually need to work through the activity
you choose before you can move forward or you
will not be able to design the lecture that
supports the activity.
136Example Doppler ShiftWhat is the highest
level question(s) you would want your students to
be able to answer? Choose a question(s) that
would demonstrate that they really understand?
What activities and experiences do your
students need to engage with in order to develop
their understanding?What feedback do you and
your students need so you both know you are ready
for the next steps and to guide your
instruction?
137 BLUE RED
- Questions that a student needs to be asked
(during the interactive lecture)
Consider the two spectra shown above of two
different Stars A and B. Which star appears
blueshifted? Which star is moving toward you? If
it actually turns out that both stars are
redshifted relative to a stationary source of
light which star is moving the fastest?
1384
1
3
Earth
2
- Questions that a student needs to be asked
(during the interactive lecture)
- Consider the star moving counterclockwise.
- When was the star moving toward Earth?
- The stars light is redshifted by the greatest
amount when it is at position ______ - The stars light would not appear shifted at all
when it is at ____________
139The Origin and Nature of Light
- Celebration of Knowledge 2 (aka Exam 2) is
Wednesday October 11th in N210 - Tailgate Party (aka exam review) is Tuesday
October 10th in N210 from 4-6pm here in N210 - HW 5 Handed out in class September 29th on the
topic of Luminosity Area and Temperature, and Due
IN-CLASS Wednesday October 4th
140The Origin and Nature of Light
- HW6 Masteringastronomy online homework on
properties of light, atoms and the Doppler Shift.
Available October 4th, Due October 11th by 9am.
141What physical situation (or object) makes this
spectrum?
142What can we learn by analyzing starlight?
- A stars temperature
- A stars chemical composition
- peak wavelength of the spectral curve
- dips in the spectral curve or the lines in the
absorption spectrum
143The Doppler Effect
- Definition The change in wavelength of
radiation (light) due to the relative motion
between the source and the observer along the
line of sight.
144Astronomers use the Doppler Effect to learn about
the radial (along the line of sight) motions of
stars, and other astronomical objects.
145Real Life Examples of Doppler Effect
- Doppler Radar (for weather)
- Airplane navigation system
- Speed Detection used by Law Enforcement Officers
- Ok, anything with radar!!!
146The Doppler Effect
- Definition The change in wavelength of
radiation (light) due to the relative motion
between the source and the observer along the
line of sight.
147Doppler Effect
- When something which is giving off light moves
towards or away from you, the wavelength of the
emitted light is changed or shifted
V0
148Doppler Effect
- When the source of light is moving away from the
observer the wavelength of the emitted light will
appear to increase. We call this a redshift.
149Doppler Effect
- When the source of light is moving towards the
observer the wavelength of the emitted light will
appear to decrease. We call this a blueshift.
150The Doppler Effect
- Definition The change in wavelength of
radiation due to relative motion between the
source and the observer along the line of sight.
151Doppler Effect
- Along the line of sight means the Doppler
Effect happens only if the object which is
emitting light is moving towards you or away from
you. - An object moving side to side or perpendicular,
relative to your line of sight, will not
experience a Doppler Effect.
152Astronomy Application
Not moving
Star moving away from you
Star moving toward you
153Doppler Shifts
- Redshift (to longer wavelengths) The source is
moving away from the observer - Blueshift (to shorter wavelengths) The source is
moving towards the observer - Dl wavelength shift
- lo wavelength if source is not moving
- v velocity of source
- c speed of light
154 BLUE RED
155 BLUE RED
Consider the two spectra shown above of two
different Stars A and B. Which star appears
blueshifted? Which star is moving toward you? If
it actually turns out that both stars are
redshifted relative to a stationary source of
light which star is moving the fastest?
1564
4
1
1
3
3
Earth
2
2
1574
1
3
Earth
2
- Questions that a student needs to be asked
- Consider the star moving counterclockwise.
- When was the star moving toward Earth?
- The stars light is redshifted by the greatest
amount when it is at position ______ - The stars light would not appear shifted at all
when it is at ____________
158Doppler Shift Lecture Tutorial Handout
- Work with a partner!
- Read the instructions and questions carefully.
- Discuss the concepts and your answers with one
another. Take time to understand it now!!!! - Come to a consensus answer you both agree on and
write complete thoughts into your LT. - If you get stuck or are not sure of your answer,
ask another group.
159The Doppler Effect causes light from a source
moving away to
- be shifted to shorter wavelengths.
- be shifted to longer wavelengths.
- changes in velocity.
- Both a and c above
- Both b and c above
160You observe two spectra (shown below) that are
redshifted relative to that of a stationary
source of light. Which of the following
statements best describes how the sources of
light that produced the two spectra were moving?
BLUE RED
- Source A is moving faster than source B.
- Source B is moving faster than source A.
- Both sources are moving with the same speed.
- It is impossible to tell from looking at these
spectra.
161A bright star is moving toward Earth. If you
were to look at the spectrum of this star, what
would it look like?
- an absorption spectrum that is redshifted
relative to an unmoving star - an emission spectrum that is redshifted relative
to an unmoving star - a continuous spectrum that is blueshifted
relative to an unmoving star - an absorption spectrum that is blueshifted
relative to an unmoving star - a continuous spectrum that is redshifted
relative to an unmoving star
162What can we learn by analyzing starlight?
- A stars temperature
- A stars chemical composition
- peak wavelength of the spectral curve
- dips in the spectral curve or the lines in the
absorption spectrum
- Doppler shift
163Solving Our "Problems"
- Work in a group to complete the following
assignment
- You are going to be teaching about the subject of
____________ - What is the highest level question(s) you would
want your students to be able to answer? Choose a
question(s) that would demonstrate that they
really understand? What activities and
experiences do your students need to engage with
in order to develop their understanding?What
feedback do you and your students need so you
both know you are ready for the next steps and to
guide your instruction?What limited
interactive lecturing do you need to do to set
students up for successful learning experiences
in their activities?