Example Equipment for Remote Learning
| Task | Students at home: | |
| All units | Interact online
Respond to homework
Read free open source text and course readings |
Access to the Internet
Ability to use Canvas and Zoom
Ability to download file, print, respond, scan, upload responses
Access to the Internet
|
| Task | Students at home: | |
| Unit 1 | Exploring light phenomena:
Make a sky journal to document observations of Sun and Moon
Explore light and shadows
Explore pinhole phenomena
Explore reflection phenomena
Explore refraction phenomena
Explore dispersion phenomena (Make your own rainbow!) |
4 sheets of copy paper (8.5×11”), scissors or paper cutter, 3 staples;
Dark room, lamp without shade or flashlight, ball; book or object as barrier, wall or cardboard as screen; (Yard stick or meter stick if possible)
Dark room, lamp without a shade or flashlight; Empty toilet paper roll, paper towel roll or paper cup; Square of wax paper or translucent cereal box liner to cover one end of roll or top of cup Square of Al foil or aluminum candy bar liner to cover other end of roll; 2 rubber bands or tape to keep squares on ends of roll; needle or push pin; ruler Mirror, 2 rulers, flashlight, dark room
2 paper cups, pen, water, ruler
Prism, crystal, glass dish and mirror that fits in it, water; or hose to create a spray of water; and sunlight or bright light |
| Task | Students at home: | |
| Unit 2 | Explore thermal phenomena: | Kitchen or other items made of steel, aluminum, wood, and paper or Styrofoam;
Cups of hot and cold water; Measuring cup; tray; towel if spills At least 1, preferably 2, thermometers to put in cups of hot and cold water |
| Task: | Students at home: | |
| Unit 3 | Consider influence of light and thermal phenomena on local weather:
a) What happens in context of the water cycle?
b) Why is sand hot but water cool at the beach even though the Sun shines on both in the same way for the same time?
c) Why do cloudy skies and sea breezes often appear late in the afternoon after a sunny day at the beach? |
Pot, ice cubes, heat source (hot plate or burner on stove), stirrer; Liquid water, ice cubes, food coloring, plastic or glass bowl, glass jar,
Cup with some sand or rice or dried peas or beans, cup with some water; 2 thermometers; ruler;
Lamp that can shine on both cups in the same way or 2 identical lamps (can use textbook photo and data if necessary) |
| Task | Students at home: | |
| Unit 4 | Consider influence of light and thermal phenomena on global climate change in context of:
a) What is the greenhouse effect?
b) What is the evidence that the global temperature is increasing at a much faster rate than in the past?
c) What is the evidence that sea levels are rising in destructive ways?
d) What are individuals, communities, nations, and world organizations doing to address global climate change issues? |
Slinky (if available)
2 identical plastic or glass containers 2 thermometers if possible, 2 rulers Cover for one container Sunny day or lamp Access to Internet resources
Access to Internet resources
Access to Internet resources 2 identical small trays (such as frozen dinner trays), flat rock that fits in a tray, Ice cubes, liquid water; blue food coloring if available to make blue ice cubes and blue liquid water Bulb and tube thermometer (if available)
Access to Internet resources |
| Task | Students at home: | |
| Unit 5 | Observe Sun and Moon
Make shadow plot
Develop explanations for: a) day and night b) phases of the Moon c) seasonal stars d) Earth’s seasons |
Sky journal (4 pieces of paper)
Monthly calendar (download file)
Manila folder, paper clip, paper
Lamp without shade in dark room or sunny day; ball Access to online constellation guide
Globe with tilt (if available) |
