I try to break lecture into a series of mini-lectures each on a limited scope. For this they have been exposed to concepts of Stefan-Boltzman law and basics of wavelength. After the initial discussion I pose this activity and take time to let students discover what doesn't make sense to them in the image followed by open discussion for possible explanations, generally leading to an 'ah-ha' moment. Teaching Tips Adaptations that allow this activity to be successful in an online environment DO NOT ANSWER THE QUESTION! Give plenty of time for students to mull the image and subsequent question. Let discovery come from the students. Elements of this activity that are most effective It's not scientific but the collective 'ah-ha' suggests they have resolved the conflict in their minds. Recommendations for other faculty adapting this activity to their own course: Use images from your field in LectureTools (or however) to challenge interpretation of visual data. This is a skill that is integral to being a scientist and students in science courses should be expected to participate in such activities.


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    Space Science,Solar and terrestrial radiation,Higher Education,NSDL_SetSpec_380601,Energy,Undergraduate (Lower Division),Vocational/Professional Development Education,Solar radiation,oai:nsdl.org:2200/20100703191028645T,Global energy balance,heat and temperature,Physics,Geoscience,NSDL



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