Hi all,
Once I heard about a class that had a project related to time.
The first thing they did was mark on the wall the exact place of the
shadow of a marker they had put on the (nearly south) window each
schoolday at 3 specific times. I forgot what times but certainly
12:00 was used.
The next year the math teacher used the markings and tought about
Time and a few astronomy related items.
I forgot which school it was but some people were enthousiastic about
it and said they learned a lot about an every day subject.
Thibaud Chabot
At 01:35 12-07-2007, Edley McKnight wrote:
Dear Frank and All,
Your observations are very good, the number of adults and children
that can properly use even a ruler seems small. Your using a
vertical pole as a gnomon is worthwhile. A knowledgeable and able
person could establish a dial center offset toward the equator in
such a way that the node or top of the pole subtended an angle equal
to the latitude along the north/south line, thus turning the pole
into a virtual gnomon and painting out lines from the dial center
through the spots marked with the simple method which would prove to
give better results at a later time in the year. Classes in years
following could possibly look into the adjustments needed to attempt
to determine political time from the sun's shadow. Perhaps this is
too complicated, but would provide a constant reminder on the playground.
Best Wishes!
Edley.
> Dear All,
>
> I have read the correspondence about Oscar with
> much interest. "How," it is almost asked, "can
> we used sundials as a means of interesting
> children in science?"
>
> Like Tony Moss, and no doubt several others on
> this list, I have given many talks on Sundials
> in schools and to brownies and cubs and so on.
>
> I have minimal knowledge of child psychology
> or educational theory (topics which have a
> tendency to raise my blood pressure) but I
> have made a number of observations...
>
> Clearly the age of the group will dictate what
> you can hope to get across. You won't get very
> far unless:
>
> 1. The children can tell the time from an
> ordinary 12-hour two-hand clock or watch.
>
> 2. The children have some understanding of
> North, South, East and West.
>
> In my experience, many children can tell the time
> before they go to school (by which I mean age 5).
> Moreover, they have little difficulty adjusting
> to the idea of a clock with one hand or to the
> idea of a 24-hour clock. If you want to talk about
> sundials, this is good news!
>
> The bad news is that understanding North, South,
> East and West seems MUCH harder.
>
> In my experience, most adults are fairly hopeless
> at directions. I have, many times, said I will
> meet someone at the WEST door of a particular
> Church and I found that the failure rate was high.
> I gave up this approach when I found that even the
> Vicar didn't get it right!
>
> For young children (6 to 10) the niceties of a
> polar-orientated gnomon can be left on one side.
> What they want is something real. Here are a
> couple of ideas for teachers...
>
> Idea one: find some convenient vertical pole
> which has a hard surface round it. This might
> be a netball post on the playground.
>
> If the sun is cooperative, you ask the children
> outside when they first arrive in the morning.
> You note the direction of the shadow and get one
> of the children to draw a short length of time
> line and mark the time in some way. If there is
> a school clock in sight that would be ideal.
>
> You don't make a great fuss of this but you take
> them out again at break time and at lunch time and
> at going home time.
>
> This will get across several things. Notably that
> the shadow goes round and that in the course of a
> school day it goes round less than half a circle.
>
> You can ask several questions. Will it keep going
> round during the night? Will it still work tomorrow?
> Will it still work at Christmas? Will it work when
> the clocks go back?
>
> Idea two: once idea one has sunk in, you can set up
> an experiment in the class room. All you need is a
> large sheet of paper, a vertical spike and a bright
> light.
>
> You can then simulate the pole and the playground
> and explain what is going on. If you lay all this
> out on a circular table you can simulate sunrise
> and sunset and so on by diving under the table
> at night!
>
> Of course you must let the children have a go
> themselves. They must play at being the sun!
> You can even write E and S and W on the paper
> as well as times.
>
> I frequently do this in lectures when I use a
> 300W lamp and I can wander around simulating a
> winter day or a summer day and so on.
>
> A 300W lamp is a bit dangerous for children but,
> on a small scale, a suitable torch would do.
>
> Enough!
>
> Frank King
> Cambridge, U.K.
>
> ---------------------------------------------------
> https://lists.uni-koeln.de/mailman/listinfo/sundial
>
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