Questions for Thurs.
1) Why is power delivered via AC not DC?
2) Have you and your group decided on a topic for your lesson plan? If not, what are your thoughts at this point? Be sure to emphasize the math in science context theme.
Questions for Wed:
1. Did the true value for density fall within the confidence interval? What is the significance of the confidence interval with respect your experimentally measured density and the true value of density?
2. Does the interval increase or decrease and as the confidence level changes from 90 to 95 to 99% and is the change intuitive? Could you explain the change to your students conceptually?
3. The procedure for measuring density for the liquid used a graphical approach as opposed to our three trials and average method for determining the density of the solid. If you made a determinant (human) error for your first measurement in the liquid density portion, would this error plague or affect the subsequent measurements? (try to think of a situation where it would not and a situation where it would).
4. Look at the plot for light intensity, again. Look at this expression of yesterday's question: Can you think of any light sources that might not give a inverse square law drop off? Also,determine the power output of your bulb in the light lab.
5. Discuss the tech tools you are using (blog, google docs, excel, lab quests and probes) and how you might use them (or not) in your teaching? Why?
Questions for Tues:
1) Can you think of any light sources that might not give a inverse square law drop off?
2) Talk with your lab group members -- what are you considering at this point for your curriculum -- lesson plan piece? If not sure, start to think about how you can fold in what you learned today into what you teach and give some thoughts about that.
