Astronomy in-class activity: OBAFGKM poetry slam (SLO)

Astronomy 210, Spring Semester 2009
Cuesta College, San Luis Obispo, CA
(San Luis Obispo Campus)

Astronomy 210 In-class activity 14: OBAFGKM Poetry Slam

Students were instructed to use at least OBAFGKM, and/or part or all of the additional OBAFGKMRNSC or OBAFGKMLT extensions to individually write an original, coherent and an appropriate (nothing worse than "PG-13" rated!) mnemonic, and to give a rousing reading of their OBAFGKM mnemonic poem for the class.

Old Broads Age Fast, Get Kind Mean Like Teens
--M. A.

Our Beers Are For Getting Kinda Messy! Right Now She's Clobbered
--A. A.

Oh Brah, A Fresh Grassy Killer, Mavericks Ruins New Surfers' Careers
--C. A.

Obama Bragged About Forgetting George Bush's Keys Monday
--A. C.

Oh Boy Another Full Glimpse (of a) Killer Moon Last Thursday
--S. C.

On Beaches A lot of Fish Get Killed Mmmm.
--A. D.

Only Bad Angels Fall Gently Killing Morons Like Tom
--D. D.

Outrageous Bakeries Alter Five Golden Krumble Muffins
--J. D.

(this) Old Banana Almost Feels Good...(but) Kinda Mushy
--D. D.

Only Big Apples Find Greedy Kids' Mouths
--E. E.

Only Berries Ate From Girls Kill Men
--S. F.

Our Boys Annoy Foreign Girls, Kissing Madly
--K. F.

Only Baked Arangatangs [sic] Find Great Kitchen Munchies
--P. G.

Obama Banning Americans From Guns, Kiss My Large Testicles
--T. G.

Oh Brother Another Fat Girl Kicked Me Last Tuesday
--I. H.

Oh Brother! Again, Father's Gonna Kiss Mother. That's Nasty!
--M. H.

Oh Boy! Antelopes Fly Gyrating Kites Mirthfully
--D. H.

Outrageously Bad Acting Forms Genuine Killer Mimes
--C. H.

Only Because Another Friend Gree Kindly Moved out Last Time
--J. J.

Obama Bought Anti Fire Guarding Kitchen Utensils
--I. K.

Oreos Bought At Food-4-Less Get Kindly Murdered
--Z. K.

Only Big Animals Farm Grey Koalas Majestically
--T. K.

Only Bomb Astronomers Find Giant Killer Moons
--N. K.

Old Beezies And Fat Girls Know Me
--A. K.

Obviously, Boys Always Follow Girls Killer Muffins
--D. L.

Only Burgers And Fries Gonna Keep Me Light'n Toasty
--N. L.

Often Blondes Are Flammable Guiding Kites, Many Lightning Toasts
--K. L.

Oh Boy, Another Furious Gorilla Kicked Me
--C. L.

Only Boxes Are For Girls (that) Kidnap Men
--D. M.

Obama Better Act Fast on George W's Killer Mess
--J. M.

Oh Boy Another Fun Game of Kings, Man!
--S. M.

Obama Begged Armed Forces (to) Go Kill My Redneck Neighbor (in) South Central
--J. M.

Oh Boo! A Fat Goat Kicked Me.
--J. M.

Only Bald Angry Farmers Get Knudsen Milk
--J. P.

Obese Baby Alligators Form Gangs, Killing Many
--T. P.

Oh-Bama Ate Frozen Gorillas, Kangaroos (and) Monkeys
--M. P.

Oscar Better Always Fly Green Kites, Man
Only Bad-Ass Females Get Kisses Mucho
--D. P.

Orange Beanbags Are For German Kings Making Ridiculous Non-Scientific Claims
--J. P.

Only Bright Astronomers Find Giant Killer Martians
--F. R.

Orange Bobcats Always Fight Gigantic Killer Monkeys Riding Nigerian Sand Camels
--R. S.

Oscar Buys Apples From Good, Kind Merchants
--A. S.

Our Bikinis Aren't For Going Kayaking Monday
--C. S.

Over Break A Freak Gave Kim Mono
--E. S.

Old Bitches Are F-ing Good Knitters, Man
--E. S.

Old Bad A** Farmers Grow Killer Mangos
--A. T.

Only Big Angry Females Get Kind Men
--T. T.

Out Back After Football Games Kids Make Loud Noise Towards Rivals
--K. T.

Ouch Bro A Freaking Gorilla Kung fu'ed Me Last Thursday
--K. W.

Other Beings Arrived From Green Knarred Moons
--N. W.

One Bright Asteroid's Fire Glow Keeps Moving Rapidly Near Southern California
--S. W.

Oh Baby, All Foreign Guys Kill Me
--S. W.

Only Big Angry Ferocious Gangly Kangaroos Make Cookies
--C. Z.



Previous post: Astronomy in-class activity: OBAFGKM poetry slam instructions.

Physics midterm problem: downwards-aimed shotgun

Physics 205A Midterm 1, spring semester 2009
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problem 3.62(c)

A shotgun fires a large number of pellets downwards, with some pellets traveling very nearly vertically, and others spread out as much as 3.000° from the downwards vertical direction. Assume that the initial speed of these pellets is 180.0 m/s. Ignore air resistance. Find the maximum horizontal displacement that these pellets will hit the ground, as measured from the vertical. Show your work and explain your reasoning.

Solution and grading rubric:

• p:
  Correct. Finds x- and y-components of initial velocity: v_0x = +9.42 m/s, v_0y = –179.8 m/s. May either use quadratic equation or time-eliminated kinematic equation along the y-direction to respectively find the elapsed time or the final v_y when the pellet hits the ground, which can then be used to find the final horizontal position x where the pellet hits the ground.
• r:
  Nearly correct, but includes minor math errors. Typically solves for elapsed time correctly, but inadvertently uses v_0y instead of v_0x in calculating the horizontal distance traveled.
• t:
  Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. At least attempts to solve for elapsed time before substituting into x = v_0x⋅t.
• v:
  Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner. Still has a methodical approach based on the kinematic equations of motion, or may estimate distance from appealing to trigonometric relations between initial angle, y and/or x, which would only be true if a_y = 0.
• x:
  Implementation of ideas, but credit given for effort rather than merit.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Sections 30880, 30881
p: 11 students
r: 4 students
t: 2 students
v: 22 students
x: 6 students
y: 1 student
z: 0 students

A sample "p" response (from student 6447):
A sample "t" response (from student 6363), finding the answer in the absence of gravity:
A sample "v" response (from student 1697), purely appealing to trigonometry:

Physics midterm problem: pushing box up ramp

Physics 205A Midterm 1, Spring Semester 2009
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Comprehensive Problem 4.112

[20 points.] A Physics 205A student wants to push a 40.0 kg box up a 18.0 degree ramp. The coefficient of kinetic friction between the box and the ramp is 0.290. With what magnitude force parallel to the ramp should the student push on the box so that it moves up the ramp at constant speed?

Solution and grading rubric:

• p = 20/20:
  Correct. Resolves weight into w_x and w_y components (parallel and perpendicular to ramp, respectively). Then applies Newton's first law in both x- and y-directions to find normal force of ramp on box, and applied force on box (which is equal to w_x + f_k).
  
• r = 16/20:
  Nearly correct, but includes minor math errors. Typically uses N = w = m*g instead of N = w_y = m*g*cos(theta), otherwise methodical application of Newton's first law along x-direction; or sets F_app = f_k only, neglecting w_x component, but has N = w_y correct.
  
• t = 12/20:
  Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. Some attempt at resolving w into components on a substantive free-body diagram, and methodical application of Newton's first law. May have both of the two errors described in (r).
  
• v = 8/20:
  Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner. Serious attempt at free-body diagram or application of Newton's laws.
  
• x = 4/20:
  Implementation of ideas, but credit given for effort rather than merit.
  
• y = 2/20:
  Irrelevant discussion/effectively blank.
  
• z = 0/20:
  Blank.
  

Grading distribution:
Sections 30880, 30881
p: 8 students
r: 8 students
t: 14 students
v: 14 students
x: 1 student
y: 1 student
z: 0 students

A sample "p" response (from student 1830):

A sample "r" response (from student 4444), where the x-component of weight is ignored:

Another sample "r" response (from student 2679), where the x-component of weight is included, but the normal force was set equal to the magnitude of weight, instead of its y-component:

A sample "t" response (from student 0406), including both errors described above from the previous sample "r" responses:

Wordle: P-dog's blog

090315 waiferx.blogspot.com Wordle
http://www.flickr.com/photos/waiferx/3357553963/
Originally uploaded by Waifer X

Wordle.net tag cloud for this blog on March 15, 2009 (www.wordle.net/gallery/wrdl/653929/Untitled).

Student scribble: P-dog

200903041706_189
http://www.flickr.com/photos/waiferx/3348298578/
Originally uploaded by Waifer X

Student graffiti ironically captured on a cell phone, March 4, 2009, Science Forum 2402, Cuesta College, San Luis Obispo, CA.

Astronomy midterm question: total solar eclipse locations

Astronomy 210 Midterm 1, Spring Semester 2009
Cuesta College, San Luis Obispo, CA

[20 points.] At 10 AM, you are currently observing a total solar eclipse in San Luis Obispo, CA. Suppose you decided to call a friend who lives in Seattle, WA, which is north of San Luis Obispo, CA. Explain what kind of eclipse (if any) your friend would be able to see in Seattle, WA at the same time, or why not, using a diagram of Earth, the moon, and shadow zones. Assume that the skies are clear in both San Luis Obispo, CA and Seattle, WA.

(Adapted from a test bank question from Karl F. Kuhn, Theo Koupelis, In Quest of the Universe.)

Solution and grading rubric:

• p = 20/20:
  Correct. Draws a diagram clearly showing the umbral and penumbral shadow zones (in space and/or projected onto Earth's surface), showing San Luis Obispo, CA within a very small umbral "dot," and Seattle, WA either in or outside of the penumbra, with corresponding correct discussion of observing a partial solar eclipse, or no eclipse at all simultaneously. May have a technical error with showing an annular eclipse rather than a total eclipse, with San Luis Obispo, CA in the "negative shadow" (the antumbra) past the apex of the Moon's umbra.
  
• r = 16/20:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Typically
  missing penumbra.
  
• t = 12/20:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. Discusses a partial solar eclipse in Seattle, WA, with little or no diagram, but with plausible arguments regarding scale of Sun, the Moon, and shadow zones.
  
• v = 8/20:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Typically says Seattle, WA observer will experience a total solar eclipse simultaneously with or subsequent to the San Luis Obispo, CA observer, or incomplete diagram of some merit.
  
• x = 4/20:
  Implementation/application of ideas, but credit given for effort rather than merit. Involving unrelated factors.
  
• y = 2/20:
  Irrelevant discussion/effectively blank.
  
• z = 0/20:
  Blank.
  

Grading distribution:
Section 30676
p: 16 students
r: 20 students
t: 12 students
v: 16 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response, with a "not to scale" disclaimer (from student 0321):

Another sample "p" response, again with a "not to scale" disclaimer (from student 1987):

A "p" response that is drawn "perfectly" to scale (from student 2525):

A "p" response (from student 1192, impressed with a diagram which inexplicably includes a one-eyed Sun):

A sample "t" response, lacking a diagram (from student 1713):

A sample "v" response (from student 8008), claiming that the Seattle, WA observer will simultaneously be seeing a total solar eclipse:

Another sample "v" response (from student 3553), with a simultaneous lunar eclipse for the Seattle, WA observer:

A sample "v" response (from student 4143) with a partial solar eclipse for Seattle, WA, but with no diagram or further explanation other than schadenfreude:

Astronomy in-class activity: OBAFGKM poetry slam (NCC)

Astronomy 210, Spring Semester 2009
Cuesta College, San Luis Obispo, CA
(North County Campus)

Astronomy 210 In-class activity 14: OBAFGKM Poetry Slam

Students were instructed to use at least OBAFGKM, and/or part or all of the additional OBAFGKMRNSC or OBAFGKMLT extensions to individually write an original, coherent and an appropriate (nothing worse than "PG-13" rated!) mnemonic, and to give a rousing reading of their OBAFGKM mnemonic poem for the class.

Only Bad Ants Find Good Kyanite Minerals
--J. A.

Oh Brother Astronomy Freakin' Gets Kids Mad
--D. B.

Obesity Brings Anguish For Genghis Khan's Mule
--E. B.

Only B____ Always Forgets Gregarious Kooky Mr. Len [Assignments]
--B. B.

Orange Bats Are Fighting Giant Killer Moles
--B. B.

Offer Beer After Breaky Girls Know Me
--F. C.

Only Bringing A Few Good Kine Mexicans Over
--A. E.

Outrigger Boys Always Find Good Kine Music
--P. E.

One Best Absolute Favorite Game Kids Mind
--R. H.

Oh Boy A Fun Game Kills Me
--I. H.

Obviously, Booze And Friendly Girls Keep Men Loving Taverns
--J. H.

Orangutangs Built Ancient Farms [to] Grow Killer Meatballs
--E. H.

Oh Brother Another Furry Gerbil Keeps Masterfully Running Nonsense Semi-Circles
--C. J.

Outrageously Big Animals Fight Gorilla Killing Machines
--J. M.

Occasionally, Babbling About Foreign Goats Kinda Makes Life Tedious
--K. N.

Our Boys Ask For Great Killer Motorcycles
--W. O.

Obama Barack African Fake Gonna Kill Many
--C. P.

Oh Baby! Another Fricken GREAT Kylie Monogue Single!
--A. R.

Oranges, Bananas, Apples, Figs, Grapes, Kiwi, and Mangos [Are All Yummy Fruits]
--C. R.

Orion Boasted About Favored Gemini; Kin Mythical Look-alikes, Temperaments Reversed
--R. R.

Orange Baboons Are Fighting Gorilla-Kicking Monkeys [and] Losing Terribly
Open Boxes Are For Gathering Kite Material
--L. R.

Often Building And Fixing Galleon Keels, Magellan Finally Left To Explore
--J. S.

Oh Blasphemy! Another Failing Grade Kills Me!
--A. S.

Orion Bugged Aries For Googling Kind Midas
--Y. S.

Only Buttheads Ask For Goofy Kids Movies
--K. T.

Organic Bananas Are For Global-warming Knowing Monkeys
--C. W.

Only Baked Astronauts Fear Gnomes Krumping Makes Ludicrous Turbulence
--C. W.

Only Brown Alligators Find Giant Kittens Mouth-watering
--S. W.

Previous post: Astronomy in-class activity: OBAFGKM poetry slam instructions.

Astronomy midterm question: total lunar eclipse versus total solar eclipse duration

Astronomy 210 Midterm 1, Spring Semester 2009
Cuesta College, San Luis Obispo, CA

[20 points.] Why does an observer see a total lunar eclipse lasting much longer than a total solar eclipse? Defend your answer using a diagram showing the positions of an observer, Earth, the moon, and shadow zones.

Solution and grading rubric:

• p = 20/20:
  Correct. The size of the umbra created by the Moon makes total solar eclipses last only a few minutes, as the umbral spot passes quickly over an observer's position. The size of the umbra created by the Earth makes total lunar eclipses last a few hours, as it will take that long for the Moon to pass through this shadow zone of the Earth. Has a correct explanation, and clear, correct diagrams of a total solar eclipse and a total lunar eclipse demonstrating the effect of umbra sizes.
  
• r = 16/20:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Typically incomplete or inconsistent diagrams.
  
• t = 12/20:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. Diagrams problematic, but at least recognizes importance of sizes of umbrae.
  
• v = 8/20:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Plausible arguments involving varying orbital speeds, precession of nodes, varying orbital distances, with some attempt at diagrams. Or substantively correct diagrams only.
  
• x = 4/20:
  Implementation/application of ideas, but credit given for effort rather than merit. Involving unrelated factors.
  
• y = 2/20:
  Irrelevant discussion/effectively blank.
  
• z = 0/20:
  Blank.
  

Grading distribution:
Section 30674
p: 8 students
r: 6 students
t: 7 students
v: 17 students
x: 2 students
y: 0 students
z: 0 students

A sample "p" response (from student 1959):

A sample "t" response (from student 1889):

A sample "v" response, with diagram only (from student 1213):

Waxing crescent Moon and Venus

090227-1080353
http://www.flickr.com/photos/waiferx/3320098270/
Originally uploaded by Waifer X


090227-1080352
http://www.flickr.com/photos/waiferx/3320097310/
Originally uploaded by Waifer X


090227-1080351
http://www.flickr.com/photos/waiferx/3320096040/
Originally uploaded by Waifer X

Waxing crescent Moon and Venus on February 27, 2009, taken from the San Luis Obispo High School parking lot, San Luis Obispo, CA.

The San Luis Obispo High School planetarium

090227-1080327
http://www.flickr.com/photos/waiferx/3320087404//
Originally uploaded by Waifer X

090227-1080328
http://www.flickr.com/photos/waiferx/3320090334/
Originally uploaded by Waifer X

Two views of the projector of the San Luis Obispo High School planetarium, San Luis Obispo, CA.


090227-1080343
http://www.flickr.com/photos/waiferx/3319266399/
Originally uploaded by Waifer X

The San Luis Obispo County Regional Airport silhouette on the eastern horizon of the planetarium.


090227-1080344
http://www.flickr.com/photos/waiferx/3319268891/
Originally uploaded by Waifer X

Bishop's Peak, Cerro Romauldo, Camp San Luis Obispo (CSLO), Hollister Peak, Morro Rock, and the Morro Bay Power Plant silhouette on the western horizon of the planetarium.

Overheard: Canopus pronunciation

Astronomy 210, Spring Semester 2009
Cuesta College, San Luis Obispo, CA

(Overheard in lecture during a clicker question on apparent magnitude, absolute magnitude, and distance.)

Instructor: "...so how far away is Canopus [can-o-PUS] from the Earth?"

(Beat.)

Instructor: "I mean, Canopus [KAH-no-pis]. Because Canopus [can-o-PUS] sounds kind of gross."

Students: (Chortle.)

Esprit d'escalier:
Instructor: "In astronomy, if it sounds wrong when you pronounce something, you're pronouncing something wrong."

Overheard: when is the next quiz?

Astronomy 210, Spring Semester 2009
Cuesta College, San Luis Obispo, CA

(After the instructor announces that there is time at the start of class for questions.)

Student: "When is our next quiz?"

Instructor: (Selecting the calendar view of the course webpage on the digital projector screen.) "Your next quiz is next Tuesday. Note that normally we have quizzes every other Tuesday, but we have the next quiz, the first midterm, and the next quiz after that three Tuesdays in a row for this part of the semester."

Student: "Are you just trying to kill us?"

(Beat.)

Instructor: "I'm not just trying."