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number of vibrations past a point in a given amount of time
- distance from crest to crest
- long wavelength-low frequency- low pitch
- short wavelength- high frequency-high pitch
- a distanse which results in the moverment of molecules
- -must have a medium
- -travels longitudinal or compressional
distance from baseline to crest
unit used to measure the loudness of a sound
reflection of a sound wave
- when two or more sound waves interact
- -constructive sound waves reinforce on another
- -destructive the sounds waves cancel one another out resulting in beats
fundamental tone plus overtones
sound vibration that have a regular pattern
sound waves that have an irregular pattern
animals and man to detect underwater objects
sounds below the range of human hearing
sounds above the range of human hearing
apparent change in the flequency of a sound as the distance between the source of the sound and the receiver of the sound changes
has a single correct answer
can be answered in a number of ways
Using Questioning to Intiate Inquiry
- What do you see happening?
- What is puzzling about you observed?
- What have you seen that is like this?
Using Questioning to guide discussion of observation
- what are some of the changes you noticed?
- in what order did the events happen?
- why do you think there were differences in each group's measurement?
- were the observation of all groups the same? why or why not?
Using question to guide discussion of explanation
- did you notice any patterns in your observation
- what do you already know that might help you explain what a happened
- what principles or laws can you think of that might explain what happened
using questions to guide discussion of aplication
- what might happen if
- how can we use this principle to explain
responding to student ideas and answers
incorpate an attitude of intital acceptance of student responses and ideas
extend student response
- build on an idea suggested by one or more students
- clarify student ideas by restarting the idea in simpler terms
- compare and contrst ideas presented by two or more students
probe student responses
- ask questions that build on student ideas
- ask students to clarify their response by giving more information, explaining a term used, or restatating the response in other words
consideration in questioning
- increase your wait time and your wait-time two
- gradually fade you questioning support to encourage students to formulate their own question
- help students to develop cognigively and construct their own concepts and understanding
what groups of elements s on the far right of the table
what are the characteristics of these elements
- full outer shell
- except for H2
what group of elements is immediately to the right of alkali metals
alkaian earth metal
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