110818-1250125http://www.flickr.com/photos/waiferx/6090103403/
Originally uploaded by Waifer X
Three possible types of planisphere ("starwheel") questions:
Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.
20110831
Found astronomy: planisphere ("starwheel") question types
110818-1250125http://www.flickr.com/photos/waiferx/6090103403/
Originally uploaded by Waifer X
Three possible types of planisphere ("starwheel") questions:
Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.
20110830
Flashcard question: texting/social networking in class (fall semester 2011)
Astronomy 210, Physics 205A, fall semester 2011
Cuesta College, San Luis Obispo, CA
Near the end of their first day of class think-pair-share activity using flashcards to answer syllabus quiz questions, students in introductory astronomy and college physics courses at Cuesta College were asked a subjective question regarding their attitudes towards texting and social networking phone use in class.
Texting/social networking is acceptable behavior in class.
(A) Strongly disagree.
(B) Disagree.
(C) Neutral.
(D) Agree.
(E) Strongly agree.
Student responses
Astronomy 210
Section 70158
(A) : 9 students
(B) : 10 students
(C) : 12 students
(D) : 1 student
(E) : 0 students
Astronomy 210
Section 70160
(A) : 15 students
(B) : 9 students
(C) : 3 students
(D) : 0 students
(E) : 0 students
Physics 205A
Sections 70854, 70855
(A) : 21 students
(B) : 6 students
(C) : 16 students
(D) : 5 students
(E) : 0 students
Students were asked to explain their responses during the following whole-class discussion. Most responses were along the lines of texting/social networking being "distracting," "inappropriate," and "disrespectful," but some students remarked that emergency contact purposes (or similar circumstances) might be considered acceptable use.
These responses and student opinions were then used to set the policy, via consensus, regarding texting and social networking during class time (inappropriate, to be used with discretion in extenuating circumstances).
The one astronomy student who responded with "agree" for texting/social networking as acceptable behavior in class explained that it could be okay if in-class work was completed, while waiting for other students/groups to complete their work, and instructor was not lecturing. This was subsequently responded to by other students, saying they would frown upon any type of smartphone use in class.
Cuesta College, San Luis Obispo, CA
Near the end of their first day of class think-pair-share activity using flashcards to answer syllabus quiz questions, students in introductory astronomy and college physics courses at Cuesta College were asked a subjective question regarding their attitudes towards texting and social networking phone use in class.
Texting/social networking is acceptable behavior in class.
(A) Strongly disagree.
(B) Disagree.
(C) Neutral.
(D) Agree.
(E) Strongly agree.
Student responses
Astronomy 210
Section 70158
(A) : 9 students
(B) : 10 students
(C) : 12 students
(D) : 1 student
(E) : 0 students
Astronomy 210
Section 70160
(A) : 15 students
(B) : 9 students
(C) : 3 students
(D) : 0 students
(E) : 0 students
Physics 205A
Sections 70854, 70855
(A) : 21 students
(B) : 6 students
(C) : 16 students
(D) : 5 students
(E) : 0 students
Students were asked to explain their responses during the following whole-class discussion. Most responses were along the lines of texting/social networking being "distracting," "inappropriate," and "disrespectful," but some students remarked that emergency contact purposes (or similar circumstances) might be considered acceptable use.
These responses and student opinions were then used to set the policy, via consensus, regarding texting and social networking during class time (inappropriate, to be used with discretion in extenuating circumstances).
The one astronomy student who responded with "agree" for texting/social networking as acceptable behavior in class explained that it could be okay if in-class work was completed, while waiting for other students/groups to complete their work, and instructor was not lecturing. This was subsequently responded to by other students, saying they would frown upon any type of smartphone use in class.
20110829
Astronomy current events question: flowing water on Mars
Astronomy 210L, fall semester 2011
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!)
(A) Shifting positions of boulders and other rock debris.
(B) Wearing down of angular rock formations.
(C) Light reflected by rocks exposed by meteor impacts.
(D) The appearance and disappearance of dark rivulets.
(E) Accumulation of ice in shadowed north and south pole craters.
Correct answer: (D)
Student responses
Sections 70178, 70186, 70200
(A) : 1 student
(B) : 9 students
(C) : 2 students
(D) : 15 students
(E) : 1 student
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!)
Guy Webster, Steve Cole, and Daniel Stolte, "NASA Spacecraft Data Suggest Water Flowing on Mars," August 4, 2011__________ observed by NASA's Mars Reconnaissance Orbiter may be evidence of salt water flowing on Mars.
http://www.jpl.nasa.gov/news/news.cfm?release=2011-242
(A) Shifting positions of boulders and other rock debris.
(B) Wearing down of angular rock formations.
(C) Light reflected by rocks exposed by meteor impacts.
(D) The appearance and disappearance of dark rivulets.
(E) Accumulation of ice in shadowed north and south pole craters.
Correct answer: (D)
Student responses
Sections 70178, 70186, 70200
(A) : 1 student
(B) : 9 students
(C) : 2 students
(D) : 15 students
(E) : 1 student
20110828
Astronomy current events question: Earth's two moons
Astronomy 210L, fall semester 2011
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!)
(A) Radioactivity levels of moon rocks.
(B) Lack of geological activity on the moon.
(C) Historical changes in Earth's tides.
(D) Early formation of ocean life on Earth.
(E) The moon's lopsided crust thickness and composition.
Correct answer: (E)
Student responses
Sections 70178, 70186, 70200
(A) : 2 students
(B) : 0 students
(C) : 5 students
(D) : 4 students
(E) : 48 students
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!)
Richard Lovett, "Early Earth May Have Had Two Moons," August 3, 2011__________ may be consistent with the recently proposed theory that Earth's moon was formed by the collision of two smaller moons.
http://www.nature.com/news/2011/110803/full/news.2011.456.html
(A) Radioactivity levels of moon rocks.
(B) Lack of geological activity on the moon.
(C) Historical changes in Earth's tides.
(D) Early formation of ocean life on Earth.
(E) The moon's lopsided crust thickness and composition.
Correct answer: (E)
Student responses
Sections 70178, 70186, 70200
(A) : 2 students
(B) : 0 students
(C) : 5 students
(D) : 4 students
(E) : 48 students
20110827
Astronomy current events question: Saturn "rain"
Astronomy 210L, fall semester 2011
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!)
(A) icy geysers on its moon, Enceladus.
(B) comet fragments.
(C) intense lightning storms in its atmosphere.
(D) its greenhouse effect.
(E) the disrupted formation of a small icy moon.
Correct answer: (A)
Student responses
Sections 70178, 70186, 70200
(A) : 23 students
(B) : 2 students
(C) : 2 students
(D) : 3 students
(E) : 1 student
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!)
Denise Chow, "Aha! Icy Moon 'Rain' Creates the Water on Saturn," July 27, 2011According to observations from the ESA Herschel Space Observatory, water raining down on Saturn may come from:
http://www.msnbc.msn.com/id/43912513/ns/technology_and_science-space/
(A) icy geysers on its moon, Enceladus.
(B) comet fragments.
(C) intense lightning storms in its atmosphere.
(D) its greenhouse effect.
(E) the disrupted formation of a small icy moon.
Correct answer: (A)
Student responses
Sections 70178, 70186, 70200
(A) : 23 students
(B) : 2 students
(C) : 2 students
(D) : 3 students
(E) : 1 student
20110826
Astronomy current events question: Earth's Trojan asteroid
Astronomy 210L, fall semester 2011
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!)
(A) is on a future collision path with Earth.
(B) protects Earth from smaller asteroids.
(C) was first observed in Ancient Greek times.
(D) moves along with Earth around the sun.
(E) may be a second Earth fragment from the opposite side of the sun.
Correct answer: (D)
Student responses
Sections 70178, 70186, 70200
(A) : 8 students
(B) : 4 students
(C) : 1 student
(D) : 41 students
(E) : 6 students
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!)
Alasdair Wilkins, "Earth’s First Known Trojan Asteroid Follows Our Orbit Like a Second Earth," July 27, 2011Asteroid 2010 TK7 was recently discovered to be a Trojan asteroid of Earth, meaning that it:
http://io9.com/5825269/earths-first-known-trojan-asteroid-follows-our-orbit-like-a-second-earth
(A) is on a future collision path with Earth.
(B) protects Earth from smaller asteroids.
(C) was first observed in Ancient Greek times.
(D) moves along with Earth around the sun.
(E) may be a second Earth fragment from the opposite side of the sun.
Correct answer: (D)
Student responses
Sections 70178, 70186, 70200
(A) : 8 students
(B) : 4 students
(C) : 1 student
(D) : 41 students
(E) : 6 students
20110823
Overheard: stolen book on reserve
Physics 205A, fall semester 2011
Cuesta College, San Luis Obispo, CA
(Overheard at the start of the second day of class in college physics, going over student comments and questions submitted online.)
Instructor: (Reading student question.) "'Is there a copy of the required text in the SLO Campus library?'"
(Beat.)
Instructor: "I did visit the library earlier today, and a librarian told me that there used to be two books on reserve..."
Student: "So what happened?"
Instructor: "Now there's only one book on reserve. Somebody stole the other book! So you know that kind of person who would steal a book on reserve from the library? Don't...be...that...person..."
Cuesta College, San Luis Obispo, CA
(Overheard at the start of the second day of class in college physics, going over student comments and questions submitted online.)
Instructor: (Reading student question.) "'Is there a copy of the required text in the SLO Campus library?'"
(Beat.)
Instructor: "I did visit the library earlier today, and a librarian told me that there used to be two books on reserve..."
Student: "So what happened?"
Instructor: "Now there's only one book on reserve. Somebody stole the other book! So you know that kind of person who would steal a book on reserve from the library? Don't...be...that...person..."
20110822
Overheard: first-day choral response
Astronomy 210, fall semester 2011
Cuesta College, San Luis Obispo, CA
(Overheard at the very start of the first day of class in introductory astronomy, just before administering the Science Motivation Questionnaire.)
Instructor: "Let's see how sharp you guys are! Let's have you guys fill in the..."
Students: (Beat.) "...blanks?"
Instructor: "Hi there! Welcome to..."
Students: "...astronomy?"
Instructor: "And you're going to love this class, because astronomy is..."
Students: "...Awesome? Interesting?"
Instructor: "Yes! In fact, astronomy is so..."
Students: "...awesome..."
Instructor: (Holding up a stack of surveys.) "...the first thing you're going to do for this class is take a..."
Students: "...test."
Cuesta College, San Luis Obispo, CA
(Overheard at the very start of the first day of class in introductory astronomy, just before administering the Science Motivation Questionnaire.)
Instructor: "Let's see how sharp you guys are! Let's have you guys fill in the..."
Students: (Beat.) "...blanks?"
Instructor: "Hi there! Welcome to..."
Students: "...astronomy?"
Instructor: "And you're going to love this class, because astronomy is..."
Students: "...Awesome? Interesting?"
Instructor: "Yes! In fact, astronomy is so..."
Students: "...awesome..."
Instructor: (Holding up a stack of surveys.) "...the first thing you're going to do for this class is take a..."
Students: "...test."
20110821
Astronomy in-class activity: first-day student expectations, questions
Astronomy 210 In-class activity 1, fall semester 2011
Cuesta College, San Luis Obispo, CA
110820-interestingwordle
http://www.flickr.com/photos/waiferx/6062555853/
Originally uploaded by Waifer X
Wordle.net tag cloud for potentially interesting astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/3935554/Untitled).
110820-confusingwordle
http://www.flickr.com/photos/waiferx/6062556055/
Originally uploaded by Waifer X
Wordle.net tag cloud for potentially confusing astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/3935563/Untitled).
On the first day of class, students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss concepts that will potentially be interesting or confusing to them later in the semester. Students are also encouraged to write down a comment or a question for the instructor to go over during the whole-class discussion, after the in-class activity worksheets are turned in.
[Responses have been edited to consolidate common related subjects.]
Discuss in your group astronomy-related concepts you expect to be interesting or confusing later in this course. Use one word or short phrases (e.g., "Pluto," "black holes," "beginning of time") for each concept.
List at least three astronomy-related concepts you expect to be interesting.
Student responses
Sections 70158, 70160
List at least three astronomy-related concepts you expect to be confusing.
Student responses
Sections 70158, 70160
Each week after class you will receive credit for asking a question, or making a comment that the instructor might respond to at the start of the following class (while your identity is kept anonymous). Ask at least one question, or make a comment that you would like the instructor to respond to at the end of this in-class activity.
Student responses
Sections 70158, 70160
Cuesta College, San Luis Obispo, CA
110820-interestingwordlehttp://www.flickr.com/photos/waiferx/6062555853/
Originally uploaded by Waifer X
Wordle.net tag cloud for potentially interesting astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/3935554/Untitled).
110820-confusingwordlehttp://www.flickr.com/photos/waiferx/6062556055/
Originally uploaded by Waifer X
Wordle.net tag cloud for potentially confusing astronomy topics, generated by students on the first day of class (http://www.wordle.net/show/wrdl/3935563/Untitled).
On the first day of class, students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss concepts that will potentially be interesting or confusing to them later in the semester. Students are also encouraged to write down a comment or a question for the instructor to go over during the whole-class discussion, after the in-class activity worksheets are turned in.
[Responses have been edited to consolidate common related subjects.]
Discuss in your group astronomy-related concepts you expect to be interesting or confusing later in this course. Use one word or short phrases (e.g., "Pluto," "black holes," "beginning of time") for each concept.
List at least three astronomy-related concepts you expect to be interesting.
Student responses
Sections 70158, 70160
blackholes, quasars, bigbang
blackholes, constellations, beginningoftime
planets, life, blackholes, bigbang
Pluto, blackholes, stars
blackholes, wormholes, MilkyWay
astrology, stars, life
blackholes, planet, atmospheres, magneticfields
bigbang, moon, tides, moonphases, blackholes
beginningoftime, blackholes, laboratory, constellations, zodiac
blackholes, starformation, comets
seasons, blackholes, moonphases
blackholes, constellations, planets
lightyears, darkmatter, blackholes
constellations, Pluto, beyondsolarsystem
blackholes, ETlife, gravity
galaxies, tidallocking
planets, astrology, satellites
constellations, LittleDipper, BigDipper, planets, life, colonizingMars
moonphases, tides, Pluto
shootingstars, galaxies, blackholes, astrology
constellations, relativity
constellations, blackholes, ETlife
lightspeedtravel, universe, wormholes
blackholes, quasars, darkmatter
List at least three astronomy-related concepts you expect to be confusing.
Student responses
Sections 70158, 70160
spacetime blackholes quasars
stars, spacetime, constellations
blackholes, universe, gravity
measurements, speedoflight, planets
blackholes speedoflight, unseenstars
planets, elements, constellations, speedoflight
Pluto, stars, masses, laboratory
bigbang, atmospheres, gravity
Pluto, lightyears, starwheels
universe
motion, distances, discovery
rotation, lightyears, elements, sun, spacetravel
darkmatter, bigbang, galaxies
moonphases, lightyears, seasons
darkmatter, moonphases, seasons
Moonleaving? moonriselocations, stars
distances, math, measurements
blackholes, physics, gravity
seasons, UVexposure, constellations
physics, chemistry, lightyears, spacetime
wormholes, lightspeed
sunspots, math, light
bigbang, orbits, trajectories, telescopes, data
constellations, starformation, energy, distances
Each week after class you will receive credit for asking a question, or making a comment that the instructor might respond to at the start of the following class (while your identity is kept anonymous). Ask at least one question, or make a comment that you would like the instructor to respond to at the end of this in-class activity.
Student responses
Sections 70158, 70160
"How in depth are we going to study intergalactic space?"Previous posts:
"Where did 'P-dog' come from?"
"How many planets are thought to have possible water and capable of sustaining life?"
"Is Pluto a planet?"
"How did you come up with the name 'P-dog?'"
"If there will be any math?"
"How does astronomy help us in everyday life?"
"What do you, as an astronomy teacher, find interesting about astronomy?"
"Why are we represented by pandas, bunnies, etc.?"
"Is it possible to move faster than the speed of light? Is there direction in space?"
"Why do we have seasons?"
"Is the course of astronomy focused mostly on stars?"
"Favorite topic to teach?"
"What is the most likely devastating death to Earth?"
"What's your most embarrassing moment whilst teaching class?"
"Home come Pluto is no longer a planet?"
"How much longer till there's a hotel on the moon?"
"What airline is going to start doing space trips and how much would it cost to go?"
"What is your favorite planet and why?"
"Will your son's name be, or is, 'Lil' P-dog?'"
"What was so traumatic about high school?"
"How much of space have we explored, via satellites?"
"Where do we have rovers/probes/spacecraft/satellites currently headed?"
- Online reading assignment question: interesting, confusing student topics (Cuesta College, spring semester 2011)
- Astronomy in-class activity: first-day student expectations, questions (fall semester 2010)
- Online reading assignment question: interesting, confusing instructor topics (CAE@astrolrner readers, August 2010)
- Presentation: "Old Ideas, New Technologies--Harnessing the Power of Web 2.0 Resources for the Weary Instructor" (Cosmos in the Classroom 2010)
- Online reading assignment question: interesting Midterm 2 astronomy topics (Cuesta College, spring semester 2010)
- Online reading assignment question: confusing Midterm 2 astronomy topics (Cuesta College, spring semester 2010)
20110820
Astronomy in-class activity: astronomy in the marketplace tags
Astronomy 210 In-class activity 1, fall semester 2011
Cuesta College, San Luis Obispo, CA
110820-carwordle
http://www.flickr.com/photos/waiferx/6061545802/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related car brand names, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934778/Untitled).
110820-foodwordle
http://www.flickr.com/photos/waiferx/6061545844/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related food brand names available in a supermarket, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934787/Untitled).
110820-nonfoodwordle
http://www.flickr.com/photos/waiferx/6060994165/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related non-food brand names available in a supermarket, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934790/Untitled).
Students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss car brand names, and food and non-food brand names found in supermarkets (adapted from D. Schatz, "Why Should We Care About Exploding Stars?" Universe in the Classroom, no. 8, Spring 1987 (http://www.astrosociety.org/education/publications/tnl/08/stars2.html).
There are many astronomy-related brand names. Consider car brand names (old and new); and brand names for food and non-food items that are typically found in the supermarket. Do not consider titles of TV shows, movies, or books.
List at least three astronomy-related car brand names.
Student responses
Sections 70158, 70160
List at least three astronomy-related food brand names typically found in the supermarket.
Student responses
Sections 70158, 70160
List at least three astronomy-related non-food brand names typically found in the supermarket.
Student responses
Sections 70158, 70160
Previous posts:
Cuesta College, San Luis Obispo, CA
110820-carwordlehttp://www.flickr.com/photos/waiferx/6061545802/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related car brand names, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934778/Untitled).
110820-foodwordlehttp://www.flickr.com/photos/waiferx/6061545844/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related food brand names available in a supermarket, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934787/Untitled).
110820-nonfoodwordle
http://www.flickr.com/photos/waiferx/6060994165/
Originally uploaded by Waifer X
Wordle.net tag cloud for astronomy-related non-food brand names available in a supermarket, generated by responses from Astronomy 210 students at Cuesta College, San Luis Obispo, CA (http://www.wordle.net/show/wrdl/3934790/Untitled).
Students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss car brand names, and food and non-food brand names found in supermarkets (adapted from D. Schatz, "Why Should We Care About Exploding Stars?" Universe in the Classroom, no. 8, Spring 1987 (http://www.astrosociety.org/education/publications/tnl/08/stars2.html).
There are many astronomy-related brand names. Consider car brand names (old and new); and brand names for food and non-food items that are typically found in the supermarket. Do not consider titles of TV shows, movies, or books.
List at least three astronomy-related car brand names.
Student responses
Sections 70158, 70160
Saturn, Aura, Mercury, Eclipse, Infiniti
Saturn, Mercury, Nova
Saturn, Mercury, Eclipse
Saturn, Taurus, Mercury
Saturn, Mercury, Eclipse
Saturn, Mercury, Nova, Sunfire
Mercury, Saturn, Eclipse
Saturn, Mercury, Moonrover
Nova, Saturn, Taurus
Saturn, Mercury, Taurus
Saturn, Equinox, AstroVan, Nova, Solaris
Mercury, Saturn, Galaxy
Saturn, Mercury, Aurora
Polaris, Saturn, Mercury
Galaxy, Saturn, Mercury
Mercury, Olympia, Jetta
Mercury, Saturn, CivicdelSol
Mercury, Nova, Saturn
Infiniti, Nova, Saturn
Nova, Mercury, Saturn, Eclipse, AstroVan, Taurus
Mercury, Saturn, Taurus, Infiniti
Saturn, Mercury, Voyager
Nova, Vespa, Saturn
Saturn, Mercury
List at least three astronomy-related food brand names typically found in the supermarket.
Student responses
Sections 70158, 70160
MoonPie, SunChips, MarsBars, LunaBar, LuckyCharms, SunnyD, MilkyWay, Sunkist, Starburst
MilkyWay, Starburst, SunnyD
MarsBars, MilkyWay, SunChips
SunnyD, Sundropsoda, Starburst, MilkyWay, MarsBars
Starburst, MarsBars, MilkyWay
MilkyWay, MoonPies, MarsBars, SunnyD, Starburst
LunaBars, MarsBars, MilkyWay
Sunkist, BlueMoon, starshapedfruitsnacks, MilkyWay, MarsBars, LunaBar, Sunshinecrackers, Starburst
MilkyWay, MarsBars, LuckyCharms
MoonPies, MilkyWay, Starburst
MarsBars, Orbit, LuckyCharms, MilkyWay
MarsBars, Sunkist, LunaBar, Starburst, MilkyWay, CrystalGeyser
MilkyWay, MarsBars
MilkyWay, MarsBars, Starburst
MilkyWay, MarsBars, OvertheMoonchocolatemilk
MilkyWay, Starburst, LuckyCharms
Starkist, starfruit, MilkyWay
MarsBars, MilkyWay, Starburst
MilkyWay, MarsBars, BigStickRockets
MarsBars, MilkyWay, SunnyD, SunDrop, Sunkist, Starburst
MilkyWay, MarsBars, Starburst
MarsBars, MilkyWay
Starburst, MilkyWay, MarsBars
MilkyWay, MarsBars
List at least three astronomy-related non-food brand names typically found in the supermarket.
Student responses
Sections 70158, 70160
SkyyVodka, Orbit, Starmagazine, BlueMoon, SpaceBag
Comet, Tide, Dawn
PhoenixSuns, sunflowers, Comet
Comet, Starshinewindowcleaner, Sunsoap
BlueMoon, Cosmomagazine
Moonshine, BlueMoon
Comet, BlueMoon, Sunbeamcoffeemaker, Sunsoap
BlueMoon, Comet, Eclipse
Comet, Venusrazors, QuarkExpress
Venusrazors, Comet
Comet, Venusrazors
Rockstar, Venusrazors, Comet
Sunkist, Venusrazors, Comet, AirWalks
Comet, Tide, Diamonddogfood
Comet, Tide, Venusshavinggel
Comet, Apollowinery
Comet, Venusrazors
Comet
Venusrazors, SamsungGalaxy, Comet
Previous posts:
20110819
FCI pre-test comparison: Cuesta College versus UC-Davis (fall semester 2011)
Students at both Cuesta College (San Luis Obispo, CA) and the University of California at Davis were administered the 30-question Force Concept Inventory (Doug Hestenes, et al.) during the first week of instruction.
*Excludes students with negative informed consent forms (*.pdf)
Student's t-test of the null hypothesis results in p = 0.67 (t = 0.427, sdev = 4.57, degrees of freedom = 131), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.
Later this semester (fall 2011), 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 Physics 205A Fall semester 2011 | UC-Davis Physics 7B Summer session II 2002 | |
| N | 57 students* | 76 students* |
| low | 2 | 2 |
| mean | 9.0 +/- 5.4 | 9.1 +/- 4.3 |
| high | 29 | 27 |
*Excludes students with negative informed consent forms (*.pdf)
Student's t-test of the null hypothesis results in p = 0.67 (t = 0.427, sdev = 4.57, degrees of freedom = 131), thus there is no significant difference between Cuesta College and UC-Davis FCI pre-test scores.
Later this semester (fall 2011), 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 2009 pre-tests and post-tests.
- Cuesta College versus UC-Davis, spring semester 2009 pre-tests and post-tests.
- Cuesta College versus UC-Davis, fall semester 2008 pre-tests and post-tests.
- Cuesta College versus UC-Davis, spring semester 2008 pre-tests and post-tests.
- Cuesta College versus UC-Davis, fall semester 2007 pre-tests and post-tests.
20110810
Presentation: vector operations
"Physics majors, architects, engineers, lend me your ears, I have come not to introduce vectors..."
"...but to combine them."
Addition and subtraction operations can be done with any number of vectors, but we'll demonstrate on just two vectors at a time, and this discussion can be extended to any number of consecutive operations for larger numbers of vectors.
First we'll discuss the translation property, which allows vectors to be added using a tail-to-tip method. We'll later see that like scalars (numbers), vectors add commutatively.
Recall that a vector is defined by its magnitude (length, a positive-definite quantity) and direction (by convention measured counterclockwise from the +x axis). Translating a vector (that is, moving it around while maintaining its magnitude and direction) in no way changes it. Since in physics, "Everything not forbidden is compulsory" (Murray Gell-Man, citing T.H. White, The Once and Future King, p. 121, Ace, 1996), then translate we must.
Translating vectors such that the tail of a consecutive vector is attached to the tip of the previous vector suggests a path, starting from the first vector through the second vector. The resulting equivalent "shortcut" vector is then the resultant of adding these two vectors.
Let's instead translate these vectors such that their order is switched. As before, the resulting equivalent "shortcut" vector is the resultant of adding these two vectors.
Notice that the resultants of adding these two vectors does not depend on the order. This means that like scalars, the order of addition does not matter, and thus vector addition is commutative.
Let's now do vector subtraction, which builds on our discussion of vector addition.
The twist here is that we can interpret subtraction of a vector as the addition of a negative vector, which results in switching its direction (while keeping the same magnitude).
Now that the subtracted vector is turned around, then after translation, vector subtraction is merely the tail-to-tip vector addition of the first vector to the reversed (subtracted) vector.
Let's see if the order of subtraction is important. We'll reverse the direction of the other vector this time.
Now that the subtracted vector is turned around, then after translation, vector subtraction is still the tail-to-tip vector addition of the first vector to the reversed (subtracted) vector.
Notice that the resultants of subtracting these two vectors does depend on the order. This means that like scalars, the order of subtraction does matter, and thus vector subtraction is non-commutative.
Flashback: trigonometry! Boring, yes, but important.
Briefly, given the magnitude and direction of a vector, the cosine and sine trigonometric functions allow the x- and y- components of a vector to be calculated.
Conversely, given the x- and y- components of a vector, the Pythagorean theorem and the inverse tangent trigonometric function allow the magnitude and direction of a vector to be calculated.
Note that there is a fair amount of care to be taken in determining the right ± signs and angles here, as not all vectors are conveniently going to be located in the first quadrant. Caveat geometer.
But I repeat myself.
20110808
Astronomy in-class activity: planet classification schemes
Astronomy 210 In-class activity 24 v.11.05.04 (revised), spring semester 2011
Cuesta College, San Luis Obispo, CA
Students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss the history of planetary classification schemes, and implement the current International Astronomical Union classification scheme to categorize different solar system bodies.
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Cuesta College, San Luis Obispo, CA
Students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to discuss the history of planetary classification schemes, and implement the current International Astronomical Union classification scheme to categorize different solar system bodies.
Previous post:
- Astronomy in-class activity: planet classification schemes (fall semester 2008).
Previous worksheet version, with sample student remarks on plausible reasons for redefining planets.
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