20151031

Astronomy quiz archive: sun/spectra/star properties

Astronomy 210 Quiz 5, fall semester 2015
Cuesta College, San Luis Obispo, CA

Section 70158, version 1
Exam code: quiz05s3T1


Section 70158
0- 8.0   :
8.5-16.0 :   ****** [low = 12.0]
16.5-24.0 :   ***********
24.5-32.0 :   *********** [mean = 25.9 +/- 7.7]
32.5-40.0 :   ************ [high = 36.5]


Section 70160, version 1
Exam code: quiz05ne7A


Section 70160
0- 8.0 :  
8.5-16.0 :   ******** [low = 11.0]
16.5-24.0 :   ********* [mean = 21.7 +/- 8.5]
24.5-32.0 :   ****
32.5-40.0 :   **** [high = 40.0]

Physics quiz question: work done on crate coasting up along ramp

Physics 205A Quiz 5, fall semester 2015
Cuesta College, San Luis Obispo, CA

A crate gradually decreases in speed, as it slides up along a ramp. The ramp is not frictionless. Identify the force(s) that do positive work on the crate.
(A) w.
(B) N.
(C) fk.
(D) (Two of the above choices.)
(E) (All of the above choices.)
(F) (None of the above choices.)

Correct answer (highlight to unhide): (F)

The three forces acting on the crate are:
normal force N (perpendicular outwards from the ramp surface);
weight force w (vertically downwards);
friction force fk (down along the ramp).
The definition of work done is W = F·s·cosθ, where the angle θ is measured between the direction of the force vector and the displacement vector (which points in the direction of motion) when drawn together "tail-to-tail."

The angle θ between the normal force N (perpendicular outwards from the ramp surface) and the displacement vector s (up along the ramp) is 90°, and since cos(90°) = 0, the normal force does zero work on the crate.

The angle θ between the kinetic friction force fk (down along the ramp) and the displacement vector s (up along the ramp) is 180°, and since cos(180°) = –1, the kinetic friction force does negative work on the crate.

The angle θ between the weight force w (vertically downwards) and the displacement vector s (up along the ramp) is an obtuse angle between 90° and 180°, and since cosθ is negative for 90° < θ < 180°, the weight force also does negative work on the crate.


Thus there are no forces that do positive work on the crate.

Sections 70854, 70855, 73320
Exam code: quiz04w04K
(A) : 4 students
(B) : 22 students
(C) : 4 students
(D) : 11 students
(E) : 1 student
(F) : 30 students

Success level: 42%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.71

Physics quiz question: Brachiosaurus vomit

Physics 205A Quiz 4, fall semester 2015
Cuesta College, San Luis Obispo, CA

"Fig-23"
Anthony J. Martin
esciencecommons.blogspot.com/2014/02/bringing-to-life-dinosaurs-without-bones.html

A hypothesis about dinosaur behavior[*] proposes that a Brachiosaurus could regurgitate 50 kg of vomit that would reach the ground with 6,900 J of translational kinetic energy. Ignore friction/drag, assume a zero initial speed for the vomit, and that it drops straight down. The height that the vomit fell downwards was:
(A) 5.3 m.
(B) 14 m.
(C) 22 m.
(D) 28 m.

[*] Anthony J. Martin, Dinosaurs Without Bones: Dinosaur Lives Revealed by Their Trace Fossils, Pegasus Books (2014).

Correct answer (highlight to unhide): (B)

The energy transfer-balance equation is given by:

Wnc = ∆KEtr + ∆PEgrav + ∆PEelas,

where Wnc = 0 (no external gains/losses of mechanical energy due to friction/drag), and ∆PEelas = 0 (no springs involved), such that the remaining terms in the equation are:

0 = ∆KEtr + ∆PEgrav.

As the vomit fell downwards, its speed increased such that its translational kinetic energy increased, such that its initial-to-final change must be positive: ∆KEtr = +6,900 J. Then assuming that yf = 0, we can solve for the initial height y0 that the vomit started falling from:

0 = +6,900 J + m·g·(0 – y0),

0 = +6,900 J – m·g·y0,

y0 = (+6,900 J)/(m·g),

y0 = (+6,900 J)/((50 kg)·(9.80 kg·m/s2)) = +14.081632653 m,

or to two significant figures, the vomit fell downwards by 14 m.

(Response (A) is √(2·∆KEtr/(m·g)); response (C) is √(m·g); response (D) is (2·∆KEtr/(m·g)).)

Sections 70854, 70855, 73320
Exam code: quiz04w04K
(A) : 2 students
(B) : 58 students
(C) : 10 students
(D) : 1 student

Success level: 81%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.44

Physics quiz question: impulse on rebounding tennis ball

Physics 205A Quiz 4, fall semester 2015
Cuesta College, San Luis Obispo, CA

"Tennis"
PughPugh
flic.kr/p/acSs9R

When dropped from a set height above a horizontal surface, a Type 2 tennis ball[*] (mass of 5.8×10–2 kg) hits the surface with an initial speed of 1.44 m/s, and rebounds upwards off the surface with a speed of 0.77 m/s. The Type 2 tennis ball experiences an impulse of magnitude __________ while rebounding off the surface.
(A) 3.9×10–2 N·s.
(B) 4.5×10–2 N·s.
(C) 8.4×10–2 N·s.
(D) 0.13 N·s.

[*] "Tennis ball dropped from 254 cm: Type 2 ball rebound is 135-147 cm," itftennis.com/technical/balls/approval-tests.aspx .

Correct answer (highlight to unhide): (D)

From the impulse-momentum theorem, the impulse J on an object causes its initial-to-final change in momentum ∆p:

J = ∆p,

where ∆p = m·(vfv0).

The initial velocity vector is v0 = –1.44 m/s (traveling downwards), and the final velocity vector is vf = +0.77 (traveling upwards). Then:

J = (5.8×10–2 kg)·((+0.77 m/s) – (–1.44 m/s)) = (5.8×10–2 kg)·(+2.21 m/s) = +0.12818 N·s,

or to two significant figures, the magnitude of the impulse is 0.13 N·s (and the "+" sign indicates that it is in the upwards direction).

(Response (A) is (5.8×10–2 kg)·((+0.77 m/s) – (+1.44 m/s)), response (B) is the magnitude of the final momentum, response (C) is the magnitude of the initial momentum.)

Sections 70854, 70855
Exam code: quiz04w04K
(A) : 54 students
(B) : 5 students
(C) : 0 students
(D) : 13 students

Success level: 18%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.38

Physics quiz question: bullet embedding in metal sphere

Physics 205A Quiz 4, fall semester 2015
Cuesta College, San Luis Obispo, CA

Alternative Ballistics 3D Product Intro - The Alternative In Lethal Force"
Alternative Ballistics
youtu.be/5TFuZ_ol7Hw

An Alternative Ballistics attachment[*] for a handgun holds a stationary hollow metal sphere at the end of the barrel, such that it catches the bullet to become a non-lethal projectile. The initial speed of the bullet[**] (mass 1.1×10–2 kg) is 350 m/s, and after it embeds in the sphere, the combined bullet-sphere final speed is 70 m/s. Ignore friction, drag, and external forces. The mass of the hollow metal sphere is:
(A) 2.2×10–3 kg.
(B) 4.4×10–2 kg.
(C) 5.5×10–2 kg.
(D) 0.77 kg.

[*] alternativeballistics.com.
[**] wki.pe/.40_S%26W.

Correct answer (highlight to unhide): (B)

Since there are no significant external impulses on the bullet-sphere system during this brief process, total momentum is conserved, so:

0 = m1·(vf1v01) + m2·(vf2v02),

where for the bullet, m1 = 1.1×10–2 kg, v01 = +350 m/s (in the forward direction), vf1 = +70 m/s (also in the forward direction); and for the sphere, m2 = ?, v02 = 0, vf2 = +70 m/s (same as the final velocity of the bullet, as they travel together after this completely inelastic collision). So solving for the mass m2 of the sphere:

0 = m1·(vf1v01) + m2·(vf2 – 0),

m2·vf2 = m1·(vf1v01),

m2 = –m1·(vf1v01)/vf2,

m2 = –(1.1×10–2 kg)·((+70 m/s) – (+350 m/s))/(+70 m/s) = 0.044 kg,

or to two significant figures, the mass of the sphere is 4.4×10–2 kg.

(Response (A) is m1·(vf1/v01); response (C) is m1·(v01/vf1); response (D) is m1·v01.)

Student responses
Sections 70854, 70855, 73320
Exam code: quiz04w04K
(A) : 5 students
(B) : 44 student
(C) : 18 students
(D) : 5 students

Success level: 61%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.36

Physics quiz archive: energy conservation, momentum conservation

Physics 205A Quiz 4, fall semester 2015
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz04w04K



Sections 70854, 70855, 73320 results
0- 6 :   ** [low = 6]
7-12 :   *******************
13-18 :   ************************
19-24 :   ****************************** [mean = 18.1 +/- 5.6]
25-30 :   *** [high = 30]

20151030

Astronomy current events question: the moon's Mafic Mound

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Kevin Stacey, "Mound near Lunar South Pole Formed by Unique Volcanic Process" (October 15, 2015)
news.brown.edu/articles/2015/10/mound
Data from several different spacecraft provide evidence that the moon's South Pole-Aitken Basin may have had volcanic activity triggered by:
(A) moonquakes.
(B) flowing water.
(C) collapsing lava tubes.
(D) a colossal impact event.
(E) escaping radioactive gases.

Correct answer: (D)

Student responses
Sections 70178, 70186
(A) : 3 students
(B) : 0 students
(C) : 6 students
(D) : 18 students
(E) : 0 students

Astronomy current events question: NASA Magnetospheric Multiscale (MMS) spacecraft

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Karen C. Fox, "NASA's MMS Spacecraft Achieve Tightest Flying Formation Ever" (October 16, 2015)
nasa.gov/feature/goddard/nasas-mms-spacecraft-achieve-tightest-flying-formation-ever
NASA's Magnetospheric Multiscale (MMS) consist of four spacecraft that orbit in formation to study how Earth's magnetic field:
(A) connects and disconnects from the solar wind.
(B) gradually weakens over time.
(C) captures cosmic rays.
(D) interacts with gravity waves.
(E) will soon reverse its poles.

Correct answer: (A)

Student responses
Sections 70178, 70186
(A) : 12 students
(B) : 1 student
(C) : 4 students
(D) : 7 students
(E) : 2 students

Astronomy current events question: KIC 8462852 light curve variations?

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Bob King, "What’s Orbiting KIC 8462852--Shattered Comet or Alien Megastructure?" (October 26, 2015)
universetoday.com/122865/whats-orbiting-kic-8462852-shattered-comet-or-alien-megastructure/
Flickering light from the sun-like star KIC 8462852 ("Kepler 11") possibly caused by an alien megastructure (among plausible natural causes) was first noted by:
(A) cryptography experts.
(B) ancient Egyptians.
(C) Mars rover Curiosity.
(D) internet volunteers.
(E) Galileo Galilei.

Correct answer: (D)

Student responses
Sections 70178, 70186
(A) : 4 students
(B) : 3 students
(C) : 3 students
(D) : 14 students
(E) : 3 students

20151028

Online reading assignment: fusion, nebulae, star cluster ages (SLO campus)

Astronomy 210, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students have a weekly online reading assignment (hosted by SurveyMonkey.com), where they answer questions based on reading their textbook, material covered in previous lectures, opinion questions, and/or asking (anonymous) questions or making (anonymous) comments. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing presentations on fusion, nebulae, and star cluster ages.


Selected/edited responses are given below.

Describe something you found interesting from the assigned textbook reading or presentation preview, and explain why this was personally interesting for you.
"I liked learning about how stars were created because I realized a few classes ago that I had never even given it thought before, and so I had just been wondering how something so powerful comes into existence."

"I found out that the more massive the star, the more luminosity it will have. I did not expect it to be so simple/obvious."

"What nebulae are, it's something I've always wondered about."

"I found the section on the birth of stars interesting as I never previously considered the complex process involved."

"I thought the formation of stars was the most interesting idea. It is fascinating how cold gas of an interstellar cloud can heat up to form a star. This is one of the coolest things in my opinion."

"I thought your explanation of fusion was perfect . The cheerleader analogy was great."

"Finding out why the center of a star has so much pressure."

"I really like the whole house party analogy and it makes a lot of sense."

"I found the part about the different kinds of nebulae especially interesting. I always thought they were extremely beautiful and fascinating but never knew much about them so I really enjoyed learning about why they look the way they do."

"The life span of red dwarfs, I had no idea they lasted for so long. I just think that's really cool (no pun intended?)"

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"I found the H-R diagram a little confusing as it is harder to understand upon first glance."

"I think the most confusing concept was the Coulomb barrier because they need rare conditions to exist and is a confusing idea. I am not sure how they can overcome this force but I guess in the right conditions it can."

"The process of hydrogen fusion was especially confusing. Not only were there a lot of terms involved, but I'm not that great with keeping track of complex steps."

"Hydrostatic equilibrium seems somewhat confusing. It is a lot of information to take in."

"Not necessarily confusing, but the formation of stars. Especially the part regarding how many colors you see simulated of outer space are 'fake' and/or are enhanced."

"Differentiating the types of nebulae. I totally understand the differences, but many are multi-colored. Does this just mean they are a combination of the different types?"

"The process of fusion."

Rank the luminosities of these main-sequence stars (1 = brightest, 3 = dimmest). (There are no ties.)
(Only correct responses shown.)
Massive: brightest luminosity [94%]
Medium-mass (sunlike): medium luminosity [97%]
Low mass (red dwarf): dimmest luminosity [97%]

Rank the fusion rates of these main-sequence stars (1 = fastest, 3 = slowest). (There are no ties.)
(Only correct responses shown.)
Massive: fastest fusion rate [85%]
Medium-mass (sunlike): medium fusion rate [91%]
Low mass (red dwarf): slowest fusion rate [79%]

Fusion requires high temperatures in order for nuclei to move quickly enough to:
break heavy elements apart.  **** [4]
create convection currents.  ***** [5]
overcome gravity.  *** [3]
overcome repulsion.  ******************* [19]
(Unsure/guessing/lost/help!)  *** [3]

Briefly explain why "cold fusion" (producing energy from hydrogen fusion at room temperature) would be implausible.
"Cold temperatures do not allow enough collisions between nuclei due to low density."

"The particles wouldn't be moving fast enough"

"Because in order for the hydrogen atoms to overcome repulsion, there has to be a really high amount of pressure and heat."

"This chapter confused me."

"I honestly don't really know."

Match the three different types of nebulae with their colors.
(Only correct responses shown.)
Emission: pink [79%]
Reflection: blue [82%]
Dark: brown/black [85%]

Match the three different types of nebulae with their composition.
(Only correct responses shown.)
Emission: hydrogen [85%]
Reflection: small dust particles [79%]
Dark: large dust particles [85%]

Rank the lifetimes of these main-sequence stars (1 = shortest, 3 = longest). (There are no ties.)
(Only correct responses shown.)
Massive: shortest main-sequence lifetime [76%]
Medium-mass (sunlike): medium main-sequence lifetime [100%]
Low mass (red dwarf): longest main-sequence lifetime [76%]

If there was an open invitation to a house party (no specific time given), when would you show up?
Early, or on time.  ****** [6]
When the most people should be there.  *************************** [27]
After most everyone has left.  * [1]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"Is there any way on quiz dates that whoever chose to could meet 30 minutes before class for a quick quiz review/practice problems with you to refresh our minds before the actual quiz?" (Wednesday afternoons I have scheduled office hours from 1:00-2:30 PM; and/or you can make an appointment later that afternoon up to 5:00 PM.)

"How many quiz scores do you drop at the end of the semester?" (Three, out of the eight total this semester.)

"Are you going to throw a house party?" (If you have to ask, you aren't invited.)

"I enjoy learning about stars because well, astronomy, but are we going to ever go outside and look at the stars?" (We'll look at the moon tonight at the Bowen Observatory, because, moon. NO, NEVERMIND. BECAUSE, CLOUDS. THANKS, CLOUDS. THOUDS.)

Online reading assignment: static fluids

Physics 205A, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students have a bi-weekly online reading assignment (hosted by SurveyMonkey.com), where they answer questions based on reading their textbook, material covered in previous lectures, opinion questions, and/or asking (anonymous) questions or making (anonymous) comments. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing a presentation on static fluids.


Selected/edited responses are given below.

Describe what you understand from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically demonstrate your level of understanding.
"Pressure is the amount of force exerted on a surface. Buoyancy depends on the density of a fluid."

"Pressure is a force density: force divided by area. Pressure is also an energy density: energy divided by volume."

"There are two ways to classify pressure--you can either relate pressure to force/area or energy/volume. You can use pressure in an energy density conservation equation similarly to the energy conservation equations that we used before."

"Mass density of water! This is a topic I have converted in other science courses. It seems very straight forward and easy to visualize."

"I'm pretty lost."

Describe what you found confusing from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically identify the concept(s) that you do not understand.
"Buoyancy."

"It still confuses me that we can magically change the pressure force from force per area into energy per unit volume."

"I do not understand how weight force and density come together."

"Pressure and gravitational potential energy....conserving wuut? Is this like system and surroundings? I might be applying terms to wrong thing here :/"

"If an object is partially submerged, will newton's first or second law apply?"

"I didn't really understand buoyancy and I need more practice using the energy density conservation equation. I wasn't entirely sure how to apply it to the examples."

What is the numerical value for atmospheric pressure (Patm, at sea level), in units of Pa?
"1.013×105 Pa."

"1 Pa."

"1 atm."

To three significant digits, what is the numerical value for the density of water, in units of kg/m3?
"1.00×103 kg/m3."

"1.00 kg/m3."

"1.00×104 kg/m3."

"0.001 kg/m3."

To two significant digits, what is the numerical value for the density of air (at 20° C), in units of kg/m3?
"1.2 kg/m3."

"1.2041 kg/m3."

"I don't know why I don't know this. Ugh. If I didn't do this so late, I would definitely put more effort into finding the answer. I swear I care still."

For the air pressure surrounding the balloon as it rises from ground level to the upper atmosphere, indicate the changes in each of the energy density forms of the atmosphere.
(Only correct responses shown.)
ρair·g·∆y: increases [37%]
P: decreases [44%]

For the water pressure that surrounded these cups as they were taken deep underwater, indicate the changes in each of the energy density forms of the water.
(Only correct responses shown.)
ρwater·g·∆y: decreases [24%]
P: increases [56%]

For the submerged diver floating underwater, Newton's __________ law applies, and the (downwards) weight force and (upwards) buoyant force on the diver are __________.
first; balanced.   ************************************* [37]
second; unbalanced.   *************** [15]
(Unsure/lost/guessing/help!)   ******** [8]

For the red ship (barely) afloat, Newton's __________ law applies, and its (downwards) weight force, the (downwards) oil platform's weight force, and the (upwards) buoyant force on the red ship are __________.
first; balanced.   ************************************* [37]
second; unbalanced.   *************** [15]
(Unsure/lost/guessing/help!)   ******** [8]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"We are learning something completely new each week, and each new topic comes with new concepts and formulas to wrap our heads around. To be honest, I'm feeling overwhelmed by all the new material."

"Let's say you have a metal container pressurized with as much helium as possible and completely submerged underwater and tethered to the ground via a cable that can measure the upwards force (buoyancy) of the container. Then, in another setup, you have a large balloon tethered via the same cable with the same amount of helium but not pressurized. Ignoring the weight of the containers, which would exert the greater buoyancy? The equation would imply that the non-pressurized helium would be greater, but intuitively, this doesn't make sense to me." (The buoyant force exerted on both containers is given by FB = ρ·g·V. Since the balloon is bigger than the metal canister, then the balloon has the larger FB. (Note that the upward buoyant force is not equal to the downward cable tension force, there is also the downward weight of the helium as well.))

"Is a lab dropped or not at the end of the semester?" (No labs are dropped. However, there are weekly opportunities for extra-credit in lab.)

"Can I make an appointment for your office hours this Thursday?" (Sure, I'm at the North County campus in Paso Robles on Thursday afternoons.)

"I can't think right now; I got my flu shot yesterday and I've literally been asleep since then..."

"Chronicles of Narnia or Lord of the Rings? (Have you read how the Narnia series ends? WEIRDNESS. #youshallnotpass.)

"I'm currently freezing my booty off right now due to the laws of thermodynamics. Plus, I just wanna get my life together and eat food without getting fat. A gurl like me ain't asking for too much right now. #smh)

20151027

Online reading assignment: fusion, nebulae, star cluster ages (NC campus)

Astronomy 210, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students have a weekly online reading assignment (hosted by SurveyMonkey.com), where they answer questions based on reading their textbook, material covered in previous lectures, opinion questions, and/or asking (anonymous) questions or making (anonymous) comments. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing presentations on fusion, nebulae, and star cluster ages.


Selected/edited responses are given below.

Describe something you found interesting from the assigned textbook reading or presentation preview, and explain why this was personally interesting for you.
"Hydrostatic equilibrium--it seems that stars are delicate beings, as they are simply held together by pressure. Would seem that anything could come and destroy that balance."

"Some colors in photos of nebulae could be fake if they're not blue, pink, or brown/black. It's just something I hadn't known and now I'll always think about it when I see pictures or videos of stars."

"The house party model."

"I really enjoyed relating fusion to cheerleading. This was extremely helpful and interesting for me because I have been a cheerleader for 13 years so this definitely helped me pay attention and understand the material!"

"That an emission nebula is a cloud of hydrogen atoms illuminated by a nearby star. As the electron falls back down to lower orbitals, it may give off a violet photon, or a blue photon, or a red photon. These violet, blue, and red photons are perceived by the observer's naked eye as a pinkish lavender color."

"The sun takes 4 million tons of mass and converts it into energy every second."

"Why different types of nebulae have different colors from another."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"I don't understand why cold fusion would be implausible at room temperatures."

"I do not understand cold fusion really."

"Hydrogen fusion. Just got lost in reading it. I can not wrap my head around it."

"This was a pretty straightforward lesson."

"The nebulae types. I think I need a bit more clarification regarding reflection, emission and dark nebulae."

"I remember learning about protons and hydrogen atoms in high school and enjoying it but for some reason I find them super-confusing here."

"Hydrostatic equilibrium is still confusing, I'm having trouble comprehending weight versus pressure."

Rank the luminosities of these main-sequence stars (1 = brightest, 3 = dimmest). (There are no ties.)
(Only correct responses shown.)
Massive: brightest luminosity [88%]
Medium-mass (sunlike): medium luminosity [92%]
Low mass (red dwarf): dimmest luminosity [96%]

Rank the fusion rates of these main-sequence stars (1 = fastest, 3 = slowest). (There are no ties.)
(Only correct responses shown.)
Massive: fastest fusion rate [75%]
Medium-mass (sunlike): medium fusion rate [92%]
Low mass (red dwarf): slowest fusion rate [71%]

Fusion requires high temperatures in order for nuclei to move quickly enough to:
break heavy elements apart.  *** [3]
create convection currents.  ** [2]
overcome gravity.  ***** [5]
overcome repulsion.  ******** [8]
(Unsure/guessing/lost/help!)  ****** [6]

Briefly explain why "cold fusion" (producing energy from hydrogen fusion at room temperature) would be implausible.
"Heat is needed to move atoms faster, to overcome repulsion, so they will collide. If the atoms are cold, they will not move quickly, thus will not be able to overcome repulsion."

"Cold fusion would be implausible because fusion stems from heat which causes movement, cold would lessen the movement making no fusion possible. I may be totally lost but that is my guess."

"The hydrogen photons won't be moving fast enough at room temperature, (because it's too 'cold') and because of this, they'll be just hitting each other slowly and weaker, and this won't allow fusion to take place."

"The physics of it is impossible. It just wouldn't happen."

Match the three different types of nebulae with their colors.
(Only correct responses shown.)
Emission: pink [92%]
Reflection: blue [83%]
Dark: brown/black [96%]

Match the three different types of nebulae with their composition.
(Only correct responses shown.)
Emission: hydrogen [83%]
Reflection: small dust particles [88%]
Dark: large dust particles [79%]

Rank the lifetimes of these main-sequence stars (1 = shortest, 3 = longest). (There are no ties.)
(Only correct responses shown.)
Massive: shortest main-sequence lifetime [63%]
Medium-mass (sunlike): medium main-sequence lifetime [79%]
Low mass (red dwarf): longest main-sequence lifetime [54%]

If there was an open invitation to a house party (no specific time given), when would you show up?
Early, or on time.  *********** [11]
When the most people should be there.  ************ [12]
After most everyone has left.  * [1]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"Do you watch The Walking Dead? Because I just watched the most recent episode before filling this out so I was HIGHLY distraught while taking this survey." (#teamdaryl or #teamcarol?)

"I would like it if you lecture more then normal in class about these chapters. I am feeling lost."

"I like how you used cheerleaders for the model of stellar fusion."

"Can you please explain cold fusion a little in the next class?"

"Whats your favorite backpacking spot?" (Big Pine Creek, North Fork Trail.)

"Are you really having a house party?"

"I'm not a huge fan when it comes to parties, so I'd either go early, leave early, or go when most people arrive and then sneak out earlier than most."

20151026

Online reading assignment: rotational dynamics

Physics 205A, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students have a bi-weekly online reading assignment (hosted by SurveyMonkey.com), where they answer questions based on reading their textbook, material covered in previous lectures, opinion questions, and/or asking (anonymous) questions or making (anonymous) comments. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing a presentation on rotational dynamics.


Selected/edited responses are given below.

Describe what you understand from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically demonstrate your level of understanding.
"Rotational inertia depends on mass and radius, while the rotational kinetic energy depends on rotational inertia and angular speed (squared)."

"An object with both translational motion and rotational motion also has translational kinetic energy and rotational kinetic energy."

"It is cool to think about how similar the translational speed and the angular speed of a rolling object are related, and the relationship between mass and the rotational inertia of the object."

"An object doesn't have to possess both translational and rotational kinetic energies at the same time. Rotational kinetic energy is the energy of a rotational motion about an axis, and it depends on the rotational inertia of the object. Translational kinetic energy depends on motion through space. There are formulas to calculate these kinetic energies, but that part I am currently struggling with.

Describe what you found confusing from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically identify the concept(s) that you do not understand.
"I understand the concept of rotational inertial, moment of inertia, and rotational kinetic energy. However, when it comes down to applying it to the given problems it gets somewhat confusing."

"I found some of the symbols to be confusing. I will get used to the symbols though."

"The difference between rotational kinetic energy and translational kinetic energy really confuses me."

"Nothing quite yet. Usually my questions come with clarifications while in class, when we get more of an exposed understanding."

"I find the formulas/equations for this assignment extremely confusing to follow along with. Hopefully with some in class examples and practice I will be able to use them correctly."

What is the SI (Système International) unit for rotational kinetic energy?
"Joules."

"kg·m2/s2."

"rev/s or rad/s."

"rad/s2."

Describe an object that only has rotational kinetic energy, and no translational kinetic energy.
"Hamster wheel."

"Windmill."

"Stationary bike."

"A record turntable."

"Any object on a fixed axis."

"I am not sure."

Describe an object that has both translational kinetic energy and rotational kinetic energy.
"A ball rolling down the street."

"A tire rolling down a hill."

"Driving a car--it has both transnational kinetic energy and rotational kinetic energy, because the wheels must rotate to move the car and which also must translate."

"I'm not sure how to describe an example."

From starting at the top of the ramp to the bottom of the ramp, indicate the changes in each of the energy forms of the tire.
(Only correct responses shown.)
Gravitational potential energy: decreases [69%]
Translational kinetic energy: increases [75%]
Rotational kinetic energy: increases [78%]

From starting at the top of the ramp to the bottom of the ramp, the energy form that experienced the greatest amount of change (increase or decrease) was the tire's:
gravitational potential energy.   ************* [13]
translational kinetic energy.   ***** [5]
rotational kinetic energy.   ************ [12]
(There is a tie.)   ******************* [19]
(Unsure/lost/guessing/help!)   ********** [10]

For the subsequent part of this stunt, from just as it leaves the second ramp to reaching the top of its trajectory, indicate the changes in each of the energy forms of the tire.
(Only correct responses shown.)
Gravitational potential energy: increases [63%]
Translational kinetic energy: decreases [48%]
Rotational kinetic energy: no change [39%]

For the subsequent part of this stunt, from just as it leaves the second ramp to reaching the top of its trajectory, the energy form that experienced the greatest amount of change (increase or decrease) was the tire's:
gravitational potential energy.   ******************** [20]
translational kinetic energy.   ******* [7]
rotational kinetic energy.   ******* [7]
(There is a tie.)   ************ [12]
(Unsure/lost/guessing/help!)   ************* [13]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"I would like to know how the rotational inertia factors are what they are. How are they derived?" (Integral calculus. You don't want to go there.)

"Will we have to memorize all of these equations or will they be given to us?" (You will be given all the equations you need for the quizzes and exams. And rotational inertia for any relevant object.)

"The textbook sections were so hard to read. The blog simplified it but being taught what equations to use and how to decipher problems would be helpful."

"I enjoyed reading about this section."

"Why is m·r2 called the 'moment of inertia?'" (Because, integral calculus. Actually m·r2 is the rotational inertia of a single point mass, if you have a distribution of point masses that make up an extended object, then to find the rotational inertia of that object you would need to add up all of its individual point-mass rotational inertiae--that is, integrate m·r2 over the entire object. #notgoingthere)

"What is your ideal temperature? Mine is 66°F." (Cool. Cool cool cool.)

"I secretly want to become a mechanic, because I'm in love with cars but I'm also working towards becoming a physician's assistant. So why not do both? #hatersgonnahatesomemore" (#learnallthethings)

20151025

Astronomy current events question: Comet 67P/Churyumov–Gerasimenko's water-ice cycles

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Maria Cristina De Sanctis, Fabrizio Capaccioni, Matt Taylor, Markus Bauer, "Rosetta Reveals Comet's Water-Ice Cycle" (September 23, 2015)
esa.int/Our_Activities/Space_Science/Rosetta/Rosetta_reveals_comet_s_water-ice_cycle
The European Space Agency's Rosetta spacecraft identified __________ on Comet 67P/Churyumov–Gerasimenko that varies with its rotation.
(A) radioactivity.
(B) micro-avalanches.
(C) steam geysers.
(D) water-ice.
(E) comet-quakes.

Correct answer: (D)

Student responses
Sections 70178, 70186
(A) : 5 students
(B) : 1 student
(C) : 4 students
(D) : 23 students
(E) : 1 student

Astronomy current events question: NASA's James Webb Space Telescope's "habitability index" search

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Peter Kelley, "Where to Look for Life? UW Astronomers Devise ‘Habitability Index’ to Guide Future Search" (October 5, 2015)
washington.edu/news/2015/10/05/where-to-look-for-life-uw-astronomers-devise-habitability-index-to-guide-future-search/
Researchers developed a “habitability index” to prioritize NASA's James Webb Space Telescope's future observations of:
(A) star formation.
(B) supernovae explosions.
(C) planet atmospheres.
(D) alien photosynthesis.
(E) organic compounds.

Correct answer: (C)

Student responses
Sections 70178, 70186
(A) : 2 students
(B) : 2 students
(C) : 23 students
(D) : 3 students
(E) : 3 students

Astronomy current events quiz: Mars' recurring slope lineae

Astronomy 210L, fall semester 2015
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Dwayne Brown, Laurie Cantillo, Guy Webster, "NASA Confirms Evidence That Liquid Water Flows on Today’s Mars" (September 28, 2015)
nasa.gov/press-release/nasa-confirms-evidence-that-liquid-water-flows-on-today-s-mars/
NASA's Mars Reconnaissance Orbiter (MRO) detected __________, evidence that recurring slope lineae (RSL) may be flowing water.
(A) salt minerals.
(B) bacterial mats.
(C) photosynthesis.
(D) water vapor.
(E) ice crystals.

Correct answer: (A)

Student responses
Sections 70178, 70186
(A) : 27 students
(B) : 1 student
(C) : 0 students
(D) : 4 students
(E) : 3 students

20151023

Online reading assignment question: keep, quit, start

Physics 205A, fall semester 2015
Cuesta College, San Luis Obispo, CA

"151023-keep-phys205A_"
flic.kr/p/Aax1ar
Waifer X

Wordle.net tag cloud for "keep" resolutions generated by responses from Physics 205A students at Cuesta College, San Luis Obispo, CA, fall semester 2015.


"151023-quit-phys205A_"
flic.kr/p/zSVGQY
Waifer X

Wordle.net tag cloud for "quit" resolutions generated by responses from Physics 205A students at Cuesta College, San Luis Obispo, CA, fall semester 2015.


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"151023-start-phys205A_"
flic.kr/p/AbuJQc
Waifer X

Wordle.net tag cloud for "start" resolutions generated by responses from Physics 205A students at Cuesta College, San Luis Obispo, CA, fall semester 2015.

Students were asked to answer a "keep-quit-start" online reflection (hosted by SurveyMonkey.com) on their studying strategies/pitfalls (Mubayiwa, 2009).
Enter a word or brief phrase that describes what you intend to keep doing to study for this class. Explain your answer to the above question (what you intend to keep doing to study for this class).

Enter a word or brief phrase that describes what you intend to
quit doing to study for this class. Explain your answer to the above question (what you intend to quit doing to study for this class).

Enter a word or brief phrase that describes what you intend to
start doing to study for this class. Explain your answer to the above question (what you intend to start doing to study for this class).
[Word tags have been edited to consolidate related common subjects; student explanations are verbatim.]

Keep word tags:
askforhelp
      A lot for me is repetition. So the more I try to further my understanding and practice it when I do grasp it the better I will do.

doingwhatido
      I'm killing this class so Imma just keep doing me

everything
      re-read blogs that apply to quizzes. do more practice problems and put more time into the homework
      I will keep on reading and doing the problems that are assigned previously to the lecture, and review the material after class is over.

gotoclass
      In order for me to keep succeeding in the class I have to keep attending class to make sure I continue to take notes and understand the new material.
      I intend to keep coming to class and making sure to follow the notes and problems that are discussed in class. By participating in the class, I can better see how all the concepts tie together.
      Come to class and listen to every lecture and understand how problems are worked out and to understand concepts
      The success I have had in the class so far is in large part due to my attendance and the attention given to the lectures; I therefore intend to continue to actively participate in the class by routinely showing up.
      I intend to keep coming to every class, taking notes, and participating in the flash card and index card activities.
      i intend to keep attending class every day and not missing any participation points
      I need to attend class and lab to get the points.
      Attending class is always invaluable to every class, and the lectures help me understand the topics. Reviewing / rewriting notes helps me make everything more clear. Podcasts are also a helpful supplement that help me get used to the language of the course and understand the concepts.
      I think I've missed 2 class period, but I've gone to every other lecture.
      Because I regularly attend class, I've been able to take good notes which help me a lot because I'm one of those people that relies on themselves, and so for me, the best notes are my notes. If I don't go to class I have to settle for someone else's notes, in hopes that they are good notes.
      Watching the professor work through the problems is the only way to understand how to respond to the essays in exams.
      Lecture is insanely important

homework
      I feel like when I take the time to actually work out the reading assignment problems, it solidifies the concepts which are sometimes hard to grasp. If I keep working out the problems and remember to complete the online survey homework I feel that I can succeed in this class.
      If i'm not prepared before class, there is no reason to go. I need to do the assigned work beforehand so I go in with some knowledge and questions! The homework points are the only thing supporting my grade right now and even though I've been inconsistent with my efforts, I have been keeping up with the homework
      I intent to keep doing my homework and making sure that I do every assignment. It makes me at least look at the material and get a sense for what I need to know and what we will be covering in class.
      If I can keep up with the labs and assignments than the tests won't impact me as hard
      I need to keep completing every reading and homework survey, every index card, every extra point I can get in lab. They are small point values but are easy to get and a shame to miss out on.
      One important thing to succeed in this class is the homework because it helps you know if you are having some difficulty on the subject.

officehours
      I don't really understand why you do things in class sometimes, so I will keep going to your office hours to make sure I do understand what you're talking about.

perseverance
      Every time I get stuck on a concept or assignment, I easily get discouraged. I take some time to re-read the assignments and then I take notes on what the GOAL is for me to understand from the assignment. Then I do practice problems over and over again. Then I practice more!
      If I get frustrated with a homework problem then sometimes I'll think about just skipping it, but I never let myself. I force myself to re-read the book and re-work the problem over and over until I get it, which familiarizes me with the concept or problem much better than if I had just given up and skipped it, or even if I had asked someone to show me how to do it.

practiceproblems
      I intend to keep practicing the things that are given to us to succeed. Such as the past quiz questions, the past final exam questions and the past midterm questions. I think it is very important to keep practicing the questions until you fully understand it and what all the answers actually mean because that will actually make you succeed in this class, especially in the midterms when you need to explain the answers and why the answer is right.
      I learn by doing, like most people. The more problems I do, the better I get used to what I'm supposed to be learning. I want to keep doing more practice problems to give me more practice and understanding of what I'm supposed to be doing.
      I haven't practiced as many problems as I would have liked. When I do practice I tend to get stumped and don't ask for help. I want to understand the material and I know now that I need to ask for help and study more problems in order to completely understand the material.

reading
      Reading the text to fully understand foundations of concepts, then applying them working through practice problems.
      I intend to keep reading the assigned reading before the next class.
      I need to keep reading about the topics we discuss in class, and continue writing out full physics conceptual and worked out problems.
      If you thoroughly go through the reading assignment and then Pdog's presentation, the assigned homework problems will be much more understandable.
      The reason that reading all the sections before the lecture helps me is because I get a brief preview of what the lecture is going to involve. After reading all the sections thoroughly I will go back and highlight all the important information. This has led to my success so far in this class.
      I need to keep reading the text, in conjunction with the online presentations, and work the online questions, and text problems. I especially need to KEEP asking questions.

reviewing
      Reworking problems will keep my mind and memory on the concepts being learn. Thus will help me solidify and make sense of the physics concepts more clearly.
      Check the notes from the class everyday and try to understand, and if I couldn't understand it I would ask from friends from the class.
      Reading the assignment before the corresponding assignment is due has obvious benefits, but rereading it before lecture cements the concepts that you understand, and reminds you of what you don't completely understand.

studygroups
      Discussing problems from class, the HW, and tests with classmates outside of class. This helps reaffirm correct problem solving strategies and introduce others which I had not thought of.
      I need to keep studying as much as possible
      I need to make sure to understand in depth each concept before moving on, I am not having success so far.

studying
      I intend to keep studying by doing the study guides and worksheets for each quiz and exam.
      Studying is essential in this class, and thus i will study more to make sure i understand material
      the only thing that is helping me is spending the time to study, review the blog, and look at the text
      Go over examples from textbook and online presentations with friends.
      Getting a better understanding of the concepts so I can apply it on the work given.

takenotes
      I take notes for each reading assignment in my notebook so that i can study off of it for the midterms.
      I intend to keep taking detailed notes in class so i can understand the concept better.

tutoring
      I have found tutoring really helpful for learning "physics language." Physics is all very new to me so having someone explain and help me apply concepts allows me to know enough to practice and self teach on my own at home.
      I need extra one on one help which is helping me have a clearer understanding of the subjects covered.
      I intend to keep going to the math lab to receive extra help when it is necessary. I also will keep asking students who have previously taken physics for help.

YouTube
      I have trouble understanding the reading alone I have been using online videos to clarify the reading concepts.
Quit word tags:
distractions
      I need to stop getting distracted and need to keep my ingest going even when I am tired or am feeling "physiced-out"
      I need to be in a quiet place where I can focus and understand what I need to work on. Also the book in the library has a larger font, easier on my eyes.

fixating
      I tend to focus on one particular problem so I can clearly understand for each problem, but I think it's just better to go over the problems first and then focus on some problems that I really didn't get right.
      I tend to focus more on getting the problem correct rather than understanding the concepts fully.

forgettinghomework
      Slacking off on the HW.It's like free points, and makes the everything easier. Duh.
      I forget to do some hw before it's due
      I get confused with due dates in this class and forget if I turned something in or not. I am going to stop forgetting if I did an adjustment alley or not. Maybe I 'll use my phone calender to check off when I did an assignment, any suggestions on that one?

givingup
      Every time I struggle with a concept, I tend to give up easily. I need to stop doing this because I become very unmotivated and it takes me longer to concentrate and be successful.

notfollowingup
      I am lost when I am reading and also when we do flashcard questions in class but I do not ask enough questions.

nothing
      N/A
      I haven't done anything in your class that has prevented me from doing poorly.

notprioritizing
      i put calc 2 before this class
      I intend to not spend so much time on the reading, and spend more time on the presentations and really understanding them.

notreading
      I lost my book and have had trouble trying to do the reading assignments

notreviewing
      I will quit forgetting to rewrite my notes within my notebook. I will actually bring my note book to class so I don't get disorganized and forget something that was reviewed in class.

procrastinating
      I intend to quit procrastinating on my reading assignments till the last hour they are due. I also want to stop waiting so long to prepare for a test and ask more questions when I am confused.
      I need to quit procrastinating and stop waiting until the last minute to do all my assignments, even the lab reports.
      I keep forgetting to complete the homework, post-lab, pre-lab surveys. The way they are organized on the schedule is confusing, difficult to follow.
      I need to keep up on physics every day, instead of just really putting in the time when there is a quiz or test
      I want to quit doing everything at the last minute. I wait until the last minute and crunch everything at the same time. Learning over a period of time will help me retain the concepts for much longe .
      I intend to quit doing my work last minute. By leaving my work undone until the last minute, I'm unable to fully grasp the concepts, which will inhibit my ability to do well on the tests, and leave the class having learned more about physics.
      stop waiting till 11:30pm to do the reading/hw assessments
      I would benefit if i read and did home work problems earlier so I could give myself more time to go over the material before the start of the nest lecture.
      This has alway plagued me. I tend to leave homework and studying until the very last minute because I procrastinate. If I quit doing this I feel that I can do better in this course and not have instances where I forget to complete assignments.
      Everyone needs to stop procrastinating and focus on their own tasks, including myself.
      Waiting until the last minute to do reading assignments and homework assignments has greatly hurt me. Furthermore, if i do not do them the night before lecture I am lost the next day in lecture.
      I need to spend more time reviewing and attempting the assigned homework problems. Doing this will make me more confident when working through problems in class.
      I have a tendency to put off homework until the last minute which leaves little time for review of concepts before class. I sometimes leave myself so little time to complete the assignments that I cannot in fact get them turned in on time.
      I always put off reading and homework till last minute. I need to be more on top of my work
      I tend to procrastinate and try to learn complex ideas that take time to sink in and effort to master with problems and reading and hard work
      I definitely waited until the last second to start studying for the last midterm (i.e. two days beforehand). And next time I want to make sure that I keep up with the material and start studying earlier and make sure that I don't wait until the last second.
      When I get stumped on a word problem or don't understand certain terminology I tell myself I will get back to it. I really want to change that and make it a habit to ask for help as soon as I need it.
      I usually turn in my online surveys within an hour of it being due and that's a bad habit I need to snap out of because then I rush on the homework. Even this survey is being turned within that margin.
      I believe before the first test it was really hard for me to grasp the concepts so i just procrastinated on practicing them and trying to learn them until the last weekend before the test and i believe that negatively affected me. Before the next test that i am going to try to do all the homework and practice before each class more so i know more of whats going.
      Waiting to the last minute has led to me not being able to organize the necessary studying sessions immediately prior to the midterm.
      I tend to study for the quizzes last minute rather than throughout the chapters.
      I work full time and I tend to wait the last minute to catch up on my studying.
      I have this tendency to leave all of stuff on the last minute so i need to quit that so i can succeed in this class.

relyingonothers
      I practice some problems, but anytime i do them i always have aid from either friends or answers or worked out solutions. I do not do any practice problems individually.

skimming
      By skimming, you can't get the bigger picture and can lead to failure of understanding the concept.

slacking
      I haven't been putting too much time into this class because I work 40 hours a week and am taking immunology online. but even though I currently have a B, I would like to improve my quiz and midterm grades
      No more fun time throughout the week, it relly hinders my study time
      I tend to wait until the test is coming up to study, but I should be keeping up all along. I plan to work on this for the next test.
      Keeping a physics mentality on a consistent basis is what will lead to my ultimate success in this class. However, not involving myself in physics material for even just one day will penalize my physics analytical skills.
      im going to increase the amount that i study every day so that i can be ahead when the next exam comes
      I need to stop not studying enough to be successful.
      Before every class I always intend to review my notes, re-read the book, and re-work problems I had trouble with in order to re-familiarize myself with the current material, but I never do because it's too much trouble. I also always mean to schedule appointments with you to discuss things I don't understand, but never do for the same reason. So I intend to quit being lazy and get on those things.
      The homework and reading assignments are simple and don't take much time to complete. Doing these assignments will give me cushion points if I do poorly on a test or quiz.
      I think it's self explanatory... just sayin'.

stayinguplate
      I often want to view the blog and read the textbook as close to the lecture as possible so it's fresh in my mind, but doing it during hectic days and so late at night while I'm tired makes it hard for me to really soak up the information.

stressing
      I was stressing myself out. I felt overwhelmed by this course and all my other course work loads. When I got to stress out it hindered my ability to learn in this class. So I learned to take it one problem or concept etc at a time.
Start word tags:
askquestions
      i intend to start asking for more help on concepts that i am not steadfast on.
      I plan on asking for more help for the remainder of the semester. I'm intimidated and nervous to ask questions because I know I'm behind in the class. I plan to change that and ask questions when I need to.

beingconfident
      I feel that I am not very confident when it comes to this class. The concepts always seem so strange to me and it's really hard for me to wrap my mind around the concepts. However, when I studied for the midterm I was telling myself that I could do it and was more confident. I believe that helped me with my midterm overall, I'm hoping next time that being more confident can push me over the B grade so I can get an A on my next midterm and final exam.

betternotes
      I want to begin to take better class notes. Printable lecture notes would be helpful! I would be able to follow more in class rather than just rush to be able to write everything down!

concepts
      By applying concepts in real life problems, I will be able to familiarize myself with the problem being solve and how forces act on object. Learning by doing is the way to go for me, so this will help me a lot.
      I intend to start "thinking about" the concepts, and stop trying to just memorize the equations.

earlier
      I need to start earlier on understanding the concepts because doing things last minute definitely won't benefit me in the long run.
      I intend to start doing my homework sooner so that I'm not procrastinating and stressing over something that could have been easily avoided.

everything
      Unless I have very good questions, I get worried about attending office hours because I don't want to waste the professor's or the students' time. However, if I set aside some time to structure some questions then I will feel more comfortable about attending office hours. also just finally moved into a house, so I will be able to start a more regular schedule. Once my desk is built I will also have a more available place to study. I will also be able to start keeping my papers more organized than I could while living out of my car. Also, I will be able to have a more regular sleep that won't be interrupted by police men.
      Use every resource available

flashcards
      I intend to start studying my flashcards right away instead of waiting before the quiz to study them.

gethelp
      I should be getting help on things that I do not understand completely.

homework
      Because points, GPA, and learning.
      I need to start consistently doing the homework and reading assignments. I forget because I have never had online homework for a physical class before. Since there is no physical homework to turn in, I forget that I still have homework to do.

managetime
      It goes hand in hand with stopping procrastination.
      I want to start setting aside *specific* time blocks in my week to dedicate just to learn, eat, sleep, and breathe physics.

nothing
      N/A

officehours
      I tend to have questions that I don't get answered because i'm too lazy to go into office hours. I know they would help me immensely.
      I have not yet had the chance to engage is physics conversation with Dr. Len as of now. However, that is bound to change very soon due to the more rigorous concepts being introduced. I look forward to visiting him during office hours to achieve addition clarification of physics.
      When I was busy procrastinating for the last test, I didn't realize that I needed extra help on some concepts and I really would have benefitted from going to office hours and getting the help that I needed. I want to make sure that I stay on top of the material and keep my work and questions organized and that I actually ask questions and get the help that I need to be successful in the class.
      Go to your office hours, get tutored read more.

participating
      When we are working on problems in class, talk to others and check answers to verify if you are doing the problem correctly.

practice
      I think the more I practice applying concepts to problems the better I understand the concepts. Inevitably this sets me up for further success. Although, I do practice quite a few problems already I think it doesn't hurt to practice more and ones that apply concepts differently.

practiceproblems
      I intent to work through more problems, this is the key to success.
      I NEED to start practicing more problems individually. I feel as though that is the only way i am going to do well in this class. Without practicing the material first hand and getting exposure to all the different types of problems, i am not going to do well.
      I will start practicing more problems after class is over and try not to forget to review previous material. I also will start to prep more for the class than before so I don't end up procrastinating

preparing
      In order for me to succeed in this class I need to further prepare for test and quizzes. I need to study more and try harder to learn the concepts better in class. I also need to prepare for class by doing the assigned hw and reading every night so that I am caught up in class.
      come to class prepared with the textbook and printed out online presentations.
      Continue to do the readings so I have an idea of what we are going to be talking about in class instead of being completely lost.
      I get a bit mixed up with things in this class. I think if I organize and prep better, my grade and understanding will improve.

prioritize
      I need to commit more time to sitting down with the material, taking notes on the reading, and working out the problems.
      set up times for me to study physics. turn off the tv or leave my house and roommates to find a quiet place so that I can concentrate.
      Don't put calc 2 before this class

reading
      I need to sit down and actually read the chapters since I have been skimming them or simply not reading the chapters at all. I can definitely make time in between classes and devote more time out of my daily life to read the chapter and really understand the concepts.
      I think reading the textbook everyday can help improve my understanding and memorization.
      Go to the library to read the book and work on homework problems more thoroughly
      I need to read the chapters and actual understand what they are saying more

rereadingquestions
      I believe that my main problem during the mid term was that i wasn't reading the questions clearly or thoroughly, this made me not answer the questions completely and when i look back at my test now i know that i could have gotten a better score if i would of wrote more of what it asked.

reviewing
      I should start reviewing my class notes every week because they are a lot more helpful for the quizzes and test than the textbook is
      After each class, I plan to review what we have covered in class, and be sure that I understand each concept before moving on.
      I study but I need to review the material daily to stay up on it and make sure the concepts are clear.

sleeping
      Getting good sleep keeps the mind fresh

steppingup
      I intend to start putting more effort into studying my notes and taking more time to think through the homework. By spending time working through those problems, I can become more familiar with the terms that seem intimidating, and start seeing patterns and similarities.
      I need to not only keep up with the blog but put some effort into reading, homework problems, and learning. I also intend to START being honest with the amount of effort i put in this class.
      I need to dedicate more time than I have been. I thought that I was getting a handle on things but the midterm showed me otherwise.
      I intend to get higher grades to be achieve an A.

studygroups
      By doing this, the knowledge others have will fill in the gaps in my own.
      Organizing a strong study group to meet before midterms and finals to discuss all concepts and problems to find any holes in each other's reasonings, and to, moreover, develop the strongest potential responses to anticipated essay questions.

studymore
      So many times after class I just want to do other things besides school I end up not really putting in as much effort as I need to. If I start the habit of going to the library right after class I believe I can succeed in this course.
     i havent been studying enough so im going to select certain times in the day to designate focused study times to increase the amount of studying i get done each day.

worksheetquestions
      Every time we have a quiz or a midterm I tell myself I'm going to do all of the worksheet questions and then ask you to grade them, but I never end up doing them early enough for you to reasonably grade them, so I don't even ask you to. I hope to start doing them, doing them early, and asking you to grade them.
      Completing all of the questions and making sure I understand everything thoroughly.