Physics 5A, Spring Semester 2008
Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 1/e, Conceptual Question 1.7 (extended)
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the beginning of their learning cycle:
[0.3 participation points.] In general, what is the difference between an average and an instantaneous quantity?
(A) The amount of change that takes place.
(B) The amount of time for a change to take place.
(C) How fast the object is moving.
(D) The number of times that a change takes place in a given time interval.
(E) (I'm lost, and don't know how to answer this.)
Sections 4987, 4988
(A) : 7 students
(B) : 14 students
(C) : 1 student
(D) : 17 students
(E) : 3 students
Correct answer: (B)
For example, average velocity is defined as the displacement of an object divided by a finite time interval, whereas instantaneous velocity is defined as the vanishingly small ("infinitesimal") displacement of an object divided by a vanishingly small ("infinitesimal") time interval. Students seemed to confuse the semantics of the term "average" with the sampling of many results, as opposed to "instantaneous" being only one event.
20080130
Astronomy clicker question: eclipse observing
Astronomy 10, Spring Semester 2008
Cuesta College, San Luis Obispo, CA
Astronomy 10 learning goal Q2.4
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the end of their learning cycle:
[0.3 points.] Consider a side view of the Moon and the Earth, their respective shadow zones, and the locations of an observer. The Sun is located to the left, far off of the page.
Which view of the Moon does this observer see?
Correct answer: (D)
The Moon is partially in the umbra and penumbra of the Earth, and this would correspond to a dark red/brown shadow, and a barely noticeable shadow on the surface of the Moon, respectively. Thus an observer on the Earth would see response (D).
However, many students chose response (A), the view of the Earth blocking the Sun, which is what would be seen from the surface of the Moon, in its northern hemisphere (the portion of the near side of the Moon that is in the penumbra).
Student responses
Section 5166
(A) : 18 students
(B) : 3 students
(C) : 1 student
(D) : 27 students
Section 4160
(A) : 4 students
(B) : 6 students
(C) : 0 students
(D) : 17 students
Cuesta College, San Luis Obispo, CA
Astronomy 10 learning goal Q2.4
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the end of their learning cycle:
[0.3 points.] Consider a side view of the Moon and the Earth, their respective shadow zones, and the locations of an observer. The Sun is located to the left, far off of the page.
Which view of the Moon does this observer see?
Correct answer: (D)The Moon is partially in the umbra and penumbra of the Earth, and this would correspond to a dark red/brown shadow, and a barely noticeable shadow on the surface of the Moon, respectively. Thus an observer on the Earth would see response (D).
However, many students chose response (A), the view of the Earth blocking the Sun, which is what would be seen from the surface of the Moon, in its northern hemisphere (the portion of the near side of the Moon that is in the penumbra).
Student responses
Section 5166
(A) : 18 students
(B) : 3 students
(C) : 1 student
(D) : 27 students
Section 4160
(A) : 4 students
(B) : 6 students
(C) : 0 students
(D) : 17 students
20080129
FCI pre-test comparison: Cuesta College versus UC-Davis
Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.
A "Student" t-test of the null hypothesis results in p = 0.20, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.
The Physics 5A students at Cuesta College found these preliminary results interesting—while they are slightly more knowledgeable about the Newtonian physics concepts covered in the FCI as UC-Davis students at the start of introductory college physics, this difference is not statistically significant.
Later this semester (Spring 2008), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.
D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.
Previous FCI results:
Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.
Cuesta College UC-Davis
Physics 5A Physics 7B
Spring Semester Summer Session II
2008 2002
N 42 students 76 students
low 3 2
mean 10.1 +/- 4.9 9.1 +/- 4.3
high 24 27
A "Student" t-test of the null hypothesis results in p = 0.20, thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.
The Physics 5A students at Cuesta College found these preliminary results interesting—while they are slightly more knowledgeable about the Newtonian physics concepts covered in the FCI as UC-Davis students at the start of introductory college physics, this difference is not statistically significant.
Later this semester (Spring 2008), a comparison will be made between Cuesta College and UC-Davis FCI post-tests, along with their pre- to post-test gains.
D. Hestenes, M. Wells, and G. Swackhamer, Arizona State University, "Force Concept Inventory," Phys. Teach. 30, 141-158 (1992).
Development of the FCI, a 30-question survey of basic Newtonian mechanics concepts.
Previous FCI results:
Cuesta College versus UC-Davis, Fall semester 2007 pre-tests and post-tests.
20080125
Astronomy clicker question: reason for the seasons
Astronomy 10, Spring Semester 2008
Cuesta College, San Luis Obispo, CA
Astronomy 10 learning goal Q1.5
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the end of their learning cycle:
[0.3 points.] What causes different seasons in San Luis Obispo, CA?
(A) The Sun making very low, or very high paths across the sky.
(B) There being less than, or more than 12 hours of daylight.
(C) The changing distance from the Earth to the Sun.
(D) The axis of the Earth tilting away from, or towards the Sun.
Correct answer: (D)
The different paths of the Sun across the sky, and the amount of daylight hours, are both ultimately caused by the axis of the Earth tilting away from, or towards the Sun.
Student responses
Section 4160
(A) : 0 students
(B) : 0 students
(C) : 1 student
(D) : 14 students
After results have been compiled and the correct answer given, students are shown a simulation using Starry Night Pro 3.1 (on a CD-ROM packaged with their textbook, Astronomy: Journey to the Cosmic Frontier, 4/e by John D. Fix).
Earth, as seen from the Sun, June 21
Earth, as seen from the Sun, December 21
Note that the Earth is noticeably smaller in June 21 than in December 21, as the Earth is at its nearest distance (perihelion) to the Sun on January 4--thus the changing distance from the Sun to the Earth is not the reason for the seasons! The northern hemisphere of the Earth is tilted towards the Sun during June, and away from the Sun during December, producing both the higher/lower paths of the the Sun across the sky, and the greater/lesser amount of daylight hours. Ergo, the seasons.
Students may ask why the hottest month is August, despite the summer solstice being in late June; while the coldest month is February, despite the winter solstice being in late December. This is the same reason why it takes a while for a warm beer to cool off in the refrigerator, and why it takes time for frozen meat taken out of the freezer to defrost--there is a time response lag between thermal loading and temperature.
Cuesta College, San Luis Obispo, CA
Astronomy 10 learning goal Q1.5
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the end of their learning cycle:
[0.3 points.] What causes different seasons in San Luis Obispo, CA?
(A) The Sun making very low, or very high paths across the sky.
(B) There being less than, or more than 12 hours of daylight.
(C) The changing distance from the Earth to the Sun.
(D) The axis of the Earth tilting away from, or towards the Sun.
Correct answer: (D)
The different paths of the Sun across the sky, and the amount of daylight hours, are both ultimately caused by the axis of the Earth tilting away from, or towards the Sun.
Student responses
Section 4160
(A) : 0 students
(B) : 0 students
(C) : 1 student
(D) : 14 students
After results have been compiled and the correct answer given, students are shown a simulation using Starry Night Pro 3.1 (on a CD-ROM packaged with their textbook, Astronomy: Journey to the Cosmic Frontier, 4/e by John D. Fix).
Earth, as seen from the Sun, June 21
Earth, as seen from the Sun, December 21Note that the Earth is noticeably smaller in June 21 than in December 21, as the Earth is at its nearest distance (perihelion) to the Sun on January 4--thus the changing distance from the Sun to the Earth is not the reason for the seasons! The northern hemisphere of the Earth is tilted towards the Sun during June, and away from the Sun during December, producing both the higher/lower paths of the the Sun across the sky, and the greater/lesser amount of daylight hours. Ergo, the seasons.
Students may ask why the hottest month is August, despite the summer solstice being in late June; while the coldest month is February, despite the winter solstice being in late December. This is the same reason why it takes a while for a warm beer to cool off in the refrigerator, and why it takes time for frozen meat taken out of the freezer to defrost--there is a time response lag between thermal loading and temperature.
20080122
Interesting people are interested
"Interesting People Are Interested" by Jessica Hagyindexed.blogspot.com, October 11, 2007
And so it begins, the start of the second half of the academic year at Cuesta College. For what it's worth, peer-instruction is all about starting that conversation mode of instruction in the classroom.
20080118
Assessment: extra-credit points
The NASA Center for Astronomy Education (CAE) hosts a listserver discussing astronomy teaching and learning, moderated by Gina Brissenden (currently guest moderated by Jeff Sudol, Gettysburg College, PA). Recent posting:
Students who have missed a few classes can recover these points, and still get nearly the maximum clicker and lecture-tutorial scores. Students who get over and beyond the maximum clicker and lecture-tutorial scores are those who faithfully attended nearly every class and participated (well) in nearly every clicker and lecture-tutorial activity.
This "overage" is included in the grade scheme, but only becomes apparent near the end the semester, say, when students realize that the syllabus reports only 25 lecture-tutorials, but then get handed out lecture-tutorial assignment #26, #27, etc., and also when the total maximum clicker points starts to run over 75 points.
This turns out to not be popular for students who slack off, and want an easy "out" near the end of the semester to gain points; but the intent is to reward the students who have been sticking it out all semester, but need a modest surprise boost near the end to supplement their efforts.
Hello again everybody! ...How much bonus points do you offer your students and what for?For Astronomy 10 at Cuesta College, officially there are no extra-credit points. However, there is approximately a 10%-15% "overage" in clicker point and lecture-tutorial point categories, which comes out to 5%-8% of the total class points.
-- Jim Caffey, Drury University and College of the Ozarks
Students who have missed a few classes can recover these points, and still get nearly the maximum clicker and lecture-tutorial scores. Students who get over and beyond the maximum clicker and lecture-tutorial scores are those who faithfully attended nearly every class and participated (well) in nearly every clicker and lecture-tutorial activity.
This "overage" is included in the grade scheme, but only becomes apparent near the end the semester, say, when students realize that the syllabus reports only 25 lecture-tutorials, but then get handed out lecture-tutorial assignment #26, #27, etc., and also when the total maximum clicker points starts to run over 75 points.
This turns out to not be popular for students who slack off, and want an easy "out" near the end of the semester to gain points; but the intent is to reward the students who have been sticking it out all semester, but need a modest surprise boost near the end to supplement their efforts.
20080116
Photoshopped planet fantasies
Solar System2, by ThreeProngsWorth1000.com
Amazing Astronomy contest
Sun notwithstanding, but the planets are not to relative scale...and why does Pluto persist being a planet?
Fruity, by LordPAKWorth1000.com
Amazing Astronomy contest
Interesting metaphor for the similar, but somewhat different compositions of Earth and Moon.
Cracked Up, by LordPAKWorth1000.com
Amazing Astronomy contest
The inner core of the Earth, while hot, is solid due to the immense pressures at the center of the Earth. However, should the pressure on that material be relieved, it would revert to being a hot molten liquid.
20080115
Lolcat: turn gravity back on
"Turn gravity back on!!!! Quick!" by Anonymousicanhascheezburger.com
December 26, 2007
Physics 8A learning goal Q4.1
Objects in true freefall, or experiencing repulsive gravitational forces?
20080114
Kudos: deepest thanks...OMG, made it!
"Deepest Thanks...OMG, Made It!"Physics 8B
December 2004
Cuesta College, San Luis Obispo, CA
Note that students reproduce their favorite mnemonics and artifacts from second-semester introductory university physics (calculus-based).
20080110
Power dissipation mnemonic
"Twinkle, Twinkle, Little Star..." by AnonymousPhysics 7B
Spring quarter 2002
University of California, Davis, CA
Students are told that if they will remember only one thing from physics, it will be this mnemonic:
Twinkle, twinkle, little star,The usual reaction is a collective snort from the class. But years later, this prediction seems to be the case for many students...
Power equals I squared R.
20080107
Christopher Walken illusion
"The Christopher Walken Illusion" (animated *.gif)www.moillusions.com
April 4, 2006
Color and position shifts give a convincing illlusion of Christopher Walken moving in front of a galaxy background.
20080104
Kudos: from Astronomy 10 students, Fall Semester 2007
"You Rock The Galaxy" by T. D.Astronomy 10
November 2007
Cuesta College, San Luis Obispo, CA
"Thanks P-dog" by Mitch B.Astronomy 10
December 2007
Cuesta College, San Luis Obispo, CA
"Not just sucking up" by K. N.Astronomy 10
December 2007
Cuesta College, San Luis Obispo, CA
"Thank you for everything" by Mel R.Astronomy 10
December 2007
Cuesta College, San Luis Obispo, CA
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