MUSE  EarthMoonSun Dynamics  Course Overview and Materials  Introducing Scientific Models  Course Material 3A: Challenge Problems  Instructional Notes 

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INSTRUCTIONAL NOTES Intended Learning Outcomes During this activity students will have practice with phenomena and tasks that will help them to:
Time Frame and Sequence NOTE: one class period is assumed to be approximately 50 minutes long. However, the activities described here are readily adaptable to longer "block" time periods. Allow at least two class periods for groups to work on their problems – at least one period for the student groups to read and discuss the problems and one period to prepare for their presentations (including making, or assigning responsibility for making, the poster). We recommend distributing the challenge problems several days in advance to give students time to read them independently. Additionally, depending upon the format for poster presentations and the number of student groups, another one or two class periods should be set aside for presentations.
Student Ideas and Teaching Strategies Initially, students are likely to find the problems somewhat intimidating – they may have difficulty deciding how to approach the problem. Assist students by asking, "can you tell me about your problem? What are you being asked to do?" and letting the students rephrase the problem in their own words. You can also assist students by asking questions that will:

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