danaleeling

Wednesday evening banana leaf harvesting was forgotten. Six in the morning in the semi-dark stumbling around in the jungle was the result. Set up really did not get underway until 8:04, with the first ramp in place by 8:20.  This term the steel marbles were used along with the equipment seen above. As was done last summer, the theory preceded the experiment. This term the theory was reflected onto the Smartboard in Desmos. Only after the theory was covered was the experiment explained and demonstrated. This took until 9:00. This approach allows space for a lecture on experiments that confirm or reject a proposed theory. The split in the momentum results for three marbles into five marbles provided an example of how experimental results can differ, but a general consensus solution can be reached even given differing results.  Grace Marie and Bracey hold the meters sticks while Veronica marks the heights. He...

Two documents were preprinted due to the size of the class this term - 30 students. One was a triple spaced list of student names to be used for quick notes during the presentations. The second was pages seven and eight of the Paies walk reference . These pages of the Paies walk reference are hoped to be useful to avoid spelling and state name lookups for plants during the presentations.  Keesha explained the locally well known use of guava leaves to treat diarrhea. She did not mention that the leaves to use are the newly formed leaves at the end nor a dosage, which is typically four leaves.  This term has been marked by an ever increasing loss of local language and traditional knowledge. Field walk questions such as "What is the name of this plant in your language?" generally elicits silence. Plants that virtually every student knew back in 2002 are now unknown to virtually every student in 2026. The course is an element in the effort to retain local language kno...

The usual sequence is to set up a demonstration rig of one ruler and six marbles, followed by board directions, predictions, and then distribution of rulers and marbles.  Kayla and Moki: one into five   [Board at end of class] This term the order was inverted and modified. Rulers and marbles were passed out first without any explanation. Students are each given one ruler and nine marbles of a single color. Perhaps color mixes might have been more appropriate. Four into three benefits from marbles of different colors. Trishelle and Trevor: one into five Then the board diagrams were put up and the students were told to experiment. Maileen: two into six There was a number of different results for three marbles into five marbles. The class was polled, individual by individual, and the results tallied on the board. Results included one out, two out, three out, and nine out. Three out pulled the most votes at 14 and was adjudged the consensus answer. ...