2.1 Senses and Instrumentation: Difference between revisions
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== Learning Goals == | == Learning Goals == | ||
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[Link to instructional video] | [Link to instructional video] | ||
More details | [https://sensesensibilityscience.berkeley.edu/topic/3 More details on the SSS website] | ||
After this lesson, students should | After this lesson, students should | ||
# | # Place appropriate trust in instruments where direct observation is not possible (or is less precise/accurate). | ||
# Understand that interaction with reality through instruments can extend the belief of a shared objective reality to objects and phenomena to which our raw senses do not have direct access. | |||
# Understand the challenges of validating an instrument and methods of validation. | |||
=== Definitions === | === Definitions === | ||
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=== Common Misconceptions === | === Common Misconceptions === | ||
# | # {{Quote response|Why should we trust our senses at all if they can be fooled by, say, optical illusions or hallucinations? Why should we trust instruments at all if they are imprecise and may have a defect?|It is important to teach that our senses and instruments don’t have to be 100% infallible to be useful in making practical decisions. In fact, all instruments fail beyond a certain range of validity, but we can still use them to learn about the shared reality.}} | ||
== Context == | == Context == | ||
Revision as of 01:40, 22 October 2021
Learning Goals
[Link to PlayPosit]
[Link to instructional video]
More details on the SSS website
After this lesson, students should
- Place appropriate trust in instruments where direct observation is not possible (or is less precise/accurate).
- Understand that interaction with reality through instruments can extend the belief of a shared objective reality to objects and phenomena to which our raw senses do not have direct access.
- Understand the challenges of validating an instrument and methods of validation.
Definitions
- Term
- Explanation.
Examples
- [item 1]
Common Misconceptions
Context
[Explanation of how the current topic into the larger context of the course by explaining how the previous topic(s) relate to the current topic and leaving cliffhangers for future topics where relevant throughout the lesson]
Before
- X.X Lesson Name
- Explanation.
After
- X.X Lesson Name
- Explanation.
Recommended Outline
Before Class
- [Any essential logistical things that need to be done for this class]
- Prepare a seating chart.
- Review PlayPosit and discussion questions and ask faculty, Gabriel, or Emlen any questions you have.
- (Optional) Prepare a presentation.
During Class
- (5 min) Come up with some fun way to assign the roles of spokesperson and notetaker (e.g. earliest birthday in the year, lives furthest from campus). Remind them of the responsibilities of these roles.
- ([#] min) [Description of some module from #Lesson Content]
- (5 min) Collect questions for plenary.
Lesson Content
Discussion Questions
- Question
- Option 1
- Options 2
Activity 1: Name
[Brief description of and motivation for the activity]
| Common misconceptions and any useful tricks, tips, guidelines, or other background |
Instructions
Discussion Questions
- Question 1
- Subquestion a
| Intended answer to the above question. |
| Possible misconception that may need to be corrected and clarified. |
- Subquestion b