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strategies:friends_and_family_assignments:start 2012/06/18 13:24 strategies:friends_and_family_assignments:start 2015/01/12 15:57 current
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======Friends and Family Assignments====== ======Friends and Family Assignments======
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 +**Navigation Links**
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 +[[strategies:start|Instructional Strategies]]\\
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 +**Paper**
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 +  * {{:papersandpresentations:crowldevittjansenvanzeewinogradjste2013.pdf|Encouraging Prospective Teachers to Engage Friends and Family in Exploring Physical Phenomena}}\\ Crowl, M., Devitt, A., Jansen, H., van Zee, E.H., & Winograd, K. (2013). Encouraging prospective teachers to engage friends and family in exploring physical phenomena.  //Journal of Science Teacher Education, 24//(1), 93-110. DOI 10.1007/s10972-012-9310-3.\\
Friends and family assignments were first implemented by a graduate teaching assistant, Michele Crowl,  to promote informal science teaching and learning experiences. These assignments require students to take what they have begun to learn in Physics 111 and teach others about physical phenomena. Sometimes the students are asked to teach their peers or parents, but they are always encouraged to teach children of the age they would like to teach in the future if they are able to do so. Depending on the type of assignment, students may be asked to interview their friends and family members, conduct experiments or activities with them, and/or explain science concepts to them in easy to understand language. By breaking down science concepts and activities, and by sharing them with friends and family, the students in Physics 111 get the opportunity to solidify knowledge and gain new insights about science and teaching. In this way, friends and family assignments become more than just teaching others; they become a process of self-discovery and learning! Students not only gain knowledge about science, but they also gain confidence in their teaching skills and abilities. Friends and family assignments were first implemented by a graduate teaching assistant, Michele Crowl,  to promote informal science teaching and learning experiences. These assignments require students to take what they have begun to learn in Physics 111 and teach others about physical phenomena. Sometimes the students are asked to teach their peers or parents, but they are always encouraged to teach children of the age they would like to teach in the future if they are able to do so. Depending on the type of assignment, students may be asked to interview their friends and family members, conduct experiments or activities with them, and/or explain science concepts to them in easy to understand language. By breaking down science concepts and activities, and by sharing them with friends and family, the students in Physics 111 get the opportunity to solidify knowledge and gain new insights about science and teaching. In this way, friends and family assignments become more than just teaching others; they become a process of self-discovery and learning! Students not only gain knowledge about science, but they also gain confidence in their teaching skills and abilities.
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|Week 5| Thermal Phenomena| Interview two people about their understandings about heat and temperature. If possible, one should be a student of the age you would like to teach and the other should be an adult. Report: a. brief description of your interviewees (gender, estimate of age) b. your “protocol” (questions you asked) c. example responses for each individual as accurately as you can d. summary of your findings| Chloe, age 19\\  1. If you were to touch a piece of metal and piece of wood, which would feel colder? Metal\\ 2. Why do you think this? Because of the components that make up metal.\\ 3. Do you think density has anything to do with the temperature? Yes, because it effects the way it absorbs heat.\\ 4. How does a thermometer work? “um… I have no idea… I just know that some have mercury in them.”\\ Calvin, age 7\\ 1. If you were to touch a piece of metal and a piece of wood, which would feel colder? metal\\ 2. Why do you think this? Because usually metal can get really cold, the wood can stay warmer and wood keeps us warm in our house.\\ 3. Do you think density has anything to do with the temperature? Yes, it kind of does.\\ 4. How does a thermometer work? It’s got a little red thing in it and when it goes up it goes up to the highest point of how hot you are.\\ Summary: Well neither age group seemed to know a whole lot about this topic, which must mean we don’t spend a lot of time on this in elementary school, and we must take this for granted in our daily lives.| |Week 5| Thermal Phenomena| Interview two people about their understandings about heat and temperature. If possible, one should be a student of the age you would like to teach and the other should be an adult. Report: a. brief description of your interviewees (gender, estimate of age) b. your “protocol” (questions you asked) c. example responses for each individual as accurately as you can d. summary of your findings| Chloe, age 19\\  1. If you were to touch a piece of metal and piece of wood, which would feel colder? Metal\\ 2. Why do you think this? Because of the components that make up metal.\\ 3. Do you think density has anything to do with the temperature? Yes, because it effects the way it absorbs heat.\\ 4. How does a thermometer work? “um… I have no idea… I just know that some have mercury in them.”\\ Calvin, age 7\\ 1. If you were to touch a piece of metal and a piece of wood, which would feel colder? metal\\ 2. Why do you think this? Because usually metal can get really cold, the wood can stay warmer and wood keeps us warm in our house.\\ 3. Do you think density has anything to do with the temperature? Yes, it kind of does.\\ 4. How does a thermometer work? It’s got a little red thing in it and when it goes up it goes up to the highest point of how hot you are.\\ Summary: Well neither age group seemed to know a whole lot about this topic, which must mean we don’t spend a lot of time on this in elementary school, and we must take this for granted in our daily lives.|
|Week 6| Thermal Phenomena  | Design your own experiment!\\ Design your own experiment about thermal phenomena and try it with at least one other friend or family member. Post a summary of your experience on Blackboard. Include a description of your experiment and reflect on the process you went through. Questions to think about: What did you plan? What did you say? How did your friend/family respond? Did it go exactly as you planned?| I did an experiment with my 8 year old cousin. We did one of the experiments from class. We used hot and cold water to change the temperature of one cup of water. We used a thermometer an started with cold tap water which was about 23 degree Celsius. Then we added a little of hot water to watch how the temperature would change. My cousin liked watching the red line move on the thermometer. She would choose a certain temperature that she wanted the thermometer to be at, then she would try to add the correct amount of water of either hot or cold water to get to that temperature. I asked her if she knew why the temperature was changing when the different temperature waters were added. And she said because the cold water was too cold so it steals warmth from the hot water. Then she said it was just like how in the winter when we are cold we stand next to a heater or fire and steal the heat coming off of that to warm up. We worked with the water for over half an hour because she was having so much fun change the temperature of the water and watching the thermometer change.| |Week 6| Thermal Phenomena  | Design your own experiment!\\ Design your own experiment about thermal phenomena and try it with at least one other friend or family member. Post a summary of your experience on Blackboard. Include a description of your experiment and reflect on the process you went through. Questions to think about: What did you plan? What did you say? How did your friend/family respond? Did it go exactly as you planned?| I did an experiment with my 8 year old cousin. We did one of the experiments from class. We used hot and cold water to change the temperature of one cup of water. We used a thermometer an started with cold tap water which was about 23 degree Celsius. Then we added a little of hot water to watch how the temperature would change. My cousin liked watching the red line move on the thermometer. She would choose a certain temperature that she wanted the thermometer to be at, then she would try to add the correct amount of water of either hot or cold water to get to that temperature. I asked her if she knew why the temperature was changing when the different temperature waters were added. And she said because the cold water was too cold so it steals warmth from the hot water. Then she said it was just like how in the winter when we are cold we stand next to a heater or fire and steal the heat coming off of that to warm up. We worked with the water for over half an hour because she was having so much fun change the temperature of the water and watching the thermometer change.|
 +|Week 7| Thermal Phenomena| How often do you experience thermal phenomena in your life outside the classroom? While you are with a friend and/or family member, have a discussion about the thermal phenomena during one of your daily experiences. This could happen while cooking a meal, walking barefoot on a cold tile floor, filling a bathtub, etc. Describe what happened, what questions were asked, and what interesting ideas or learning came out of the conversation!| We experience thermal phenomena every day and lots of people do not know it. From when you walk on linoleum in the morning and it feels freezing or when you are cooking or making tea. My friend came over to my apartment and when she walked in she said my apartment felt so cold. I did not feel cold at all but I had on sweats and a sweat shirt and she just had on jeans and a little over coat. We started to talk about how clothing effected out temperature. So we started discussing different types of clothes and why some kept us warmer than others. Then my friend was asking me about if it makes a difference if you have been in the place for awhile if your body just gets use to the temperature so you feel like it is the perfect temperature after awhile. She expected me to have some kind of cool answer because she knew we were talking about this is class but I really did not know the answer. Then we decided to make tea and she started asking me questions about how heating water works and if water continues to keep getting hotter and hotter, so we ended up getting out a thermometer and doing the experiment we did in class just watching as the water got warmer and warmer and then when it started to boil it stayed the same temperature. She found this pretty cool and when my other friend came over she thought she sounded all smart telling me other friend what we had done and found out because she did not know about it either.|
 +|Week 8| Moon| Put “moon phases explanation” into Google search and browse among websites that purport to explain the phases of the moon. Choose the one that you like best. Invite a friend or family member to explore the website with you. How well does this website work as a source of information about the phases of the moon: What aspects of the website help your friend/family member to understand the causes of the phases of the moon? What aspects of the website hinder learning? What did you learn about learning and teaching from this experience?\\ Also check out the navy website you can get to by putting “moon rising and setting times” into Google search. By entering a date and location you can find out what percent of the moon is illuminated as well as when it rises, is high in the sky (transit) and sets.| http://moonphases.info/moon_phases.html\\ This website shows a really cool diagram that shows the phases of the moon as seen from earth and then as seen from the solar system and breaks it down nicely. This helped my friend see all the different phases and be able to understand that just because of what we are see on earth does not mean that is actually how the moon looks. She found it interesting seeing the view from the solar system and seeing how there is always half of the moon lit up no matter what. The diagram also shows all the different angles of the moon and explains very well how the angle works with the Earth being the angle vertex. It also talks about the diameter of the sun and the distance compared to the drawing. This website talks about the months without full moons and blue moons and moon rise times corresponding to the phase at which the moon is in. I think it possibly could explain all the phases of the moon a little better but its still really good. I found out that although I already knew a bunch of this stuff going through it and talking about it with my friend helped reinforce this information into my head. And I also got really excited about looking at this website and explain stuff to my friend even though it was mostly what I already knew.\\ The navy website was cool because it gave you exact times throughout the day for the moon and the sun. This website also told you the phase of the moon that it is at today and what percent of the moon is lit up. It also told me when the new moon had occurred.|
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