Meeting on 06/05/09

Present: Betsy, Mike, Sonnett

Quick Agenda:

-Fix the facilitation roles, since Heather can not be with us
-Discuss what needs to be included in the synthesis
-Assign jobs such as making final rubrics, final versions of the job postings, a poster template for presenting to the review panel, an assessment template to give to the students
-Finalize what and when a meta moment might be in this inquiry, and choose someone to lead it.
-Determine if we will do any assessment on day 2
-Determine who is doing the introduction to this activity and what needs to be said
-Discuss what is included on the starter worksheet.

When are we using sentence strips in the telescope inquiry? Is this part of the worksheet process? 
We are not planning to use them anywhere.

Executive decision: kill the reflection worksheet. No time for this.
Maybe will can still include some kind of reflection on this inquiry, outside of inquiry time? Include a prompt for students to consider their role as both designer and builder as an extra question on the morning reflection sheet?

if we want this feedback have to get it from CFAO/Lynne, as all of the reflection forms will be shipped back to them. 

Should we have a question on focal lengths during the starter? Is this important background knowledge for the students to be able to design?
No, students will construct via trial and error to find what works and is in focus. Covering focal length beforehand is too technical, and we don't want them to get caught up in characterizing every lens.
We will plan to cover focal lengths (and how telescopes are designed with these in mind) in the synthesis

Synthesis
mike will write up synthesis draft
talk to john, figure out what he will say, telescope talk tie-in.

Again, basic things to touch upon:

communication oral and written
attention to detail
tradeoffs?

focal length
types of telescopes, relate them back to what students built

Set facilitation roles in stone

-Me- intro, schedule, leading a station. Put out a draft.
-Sonnett is leading a station, that is it.
-Cooney is floating, briefing engineers, half the synthesis
-John- leading a station and synthesis

Add back in a formal assessment during the final poster presentations.

We need to write up a rubric for this.

What are our printing facilitities?

-printing out an eye chart for tester
-picture of a tiny ship for the pirates?
-a ninja message?
-Print out job postings
 Can we print these out when we get there?

What do we want to tell students to include in their presentations to engineers, to put on a poster maybe?

Don't want to give away too much?
I will be in charge of this, and put a draft on the wiki.

Review Panel 

How will students implement the feedback?
It is their choice whether or not to take the comments.
It is their design, and not the engineers (maintain ownership)
-Don't want engineers to take over a design, "fix" it for students.
Brief the engineers on this.
Stress that this is an informal discussion/presentation.
There is not a lot of time for students to make changes
More about tweaking and optimizing, things that students don't have to re-test.

Engineers will suggest improvements, But then students don't implement them?
Want to be really careful about what suggestions are made, both to maintain ownership, and to have students be able to make constructive changes to their schematic and documentation before handing it over.

Mike thinks review panel will run long. (we have 45 minutes)

Afterward, students will write final document. This will be a revision of their original.
This is what they will do in last half hour

Intro:
talk schedule
explain our goals, why they benefit.
(ie that this is to prep them for internship)
talk about importance of documentation, time constraints
Real world engineering

Betsy will put out a draft on the intro this weekend. 

Next time: get together rubric number 2.

Do we hand out a template (blank rubric) at the beginning?
During CLS? During a meta moment then. Explain it for 5 or 10 minutes

Next meeting: 1:30 Hawaii time Tuesday afternoon.