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======Generating Questions About the Sun and Moon====== ======Generating Questions About the Sun and Moon======
-Student generated questions set the stage for intrinsically motivated student exploration.  The nature of the class involves the process of inquiry to frame questions, to generate ideas, and to explore, with the intent of attaining scientific knowledge and understanding. In Physics 111, the students are encouraged to generate questions about the sun and/or the moon that could be addressed through observation. Once the questions have been framed, observations and predictions occur. In time, students make inferences about the "answers" to their questions by pulling the pieces together, discussing, and by making continued predictions and observations. +**Navigation Links**
-====Common Example Questions:====+[[activities:sun_earth_moon:start|Sun/Earth/Moon System Phenomena]]
-**How does the moon move throughout the day?**\\+\\
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+Student-generated questions set the stage for intrinsically motivated student exploration.  This class models the process of inquiry to frame questions, to generate ideas, and to explore, with the intent of developing scientific knowledge and understanding. After watching the sky for several weeks, for example, the students generate questions about the sun and/or the moon that they can explore through more systematic observation. Once small groups have framed their  questions in class, they make predictions and agree on plans for group members to observe at particular times in particular ways over the coming days.  In time, students make inferences about the "answers" to their questions by pulling the pieces together, by discussing, and by making continued predictions and observations.
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+====Typical Questions:====
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+Typically the small groups generate questions that suggest they have been surprised to see the moon during the day and that it seems to move:
+
+**How does the moon seem to move throughout the day?**\\
* Students would need to make several hourly observations.\\   * Students would need to make several hourly observations.\\
-**How does the moon move over the course of several days?**\\+**How does the moon seem to move over the course of several days?**\\
* Students would need to make several observations at the same time over multiple days.\\   * Students would need to make several observations at the same time over multiple days.\\
+\\
+====Examples of Student-Generated Questions====
-====Student Generated Questions====+Near the end of the term, the students write a paper about their exploration of the phases of the moon.  Included is a reflection about generating questions to explore:
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^ Does the moon rise and set just like the sun? ^ How does the moon move across the sky in a 24-hour period? ^ ^ Does the moon rise and set just like the sun? ^ How does the moon move across the sky in a 24-hour period? ^
-^ How does the moon move across the sky in a 24-hour period? ^ +\\
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