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 Kirchhoff's laws.
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 found interesting that the different types of spectra are what I see on a day-to-day basis."
"The Doppler effect because of how it's used in astronomy and I didn't know it was even used in astronomy."
"The Doppler effect doesn't only apply to light, it also applies to sound waves as well."
"The Doppler effect is really interesting. At first I was confused, but once I continued reading, it made a lot more sense. The way the book explained the differences and similarities between light and sound helped me understand it a lot better."
"Blueshift and redshift are interesting just from the fact that wavelengths change depending on where you are in relation to a moving emitter."
"Car horn sound change = the Doppler effect, never knew what it was called."
"I found the Doppler effect to be interesting. I had never known the scientific explanation for the way that sounds from moving sources seem to change pitch before."
"I found Kirchhoff's laws interesting because of his name and how his name is used to determine his law."
"The fact that radar guns employ the Doppler effect to measure speed is really interesting to me. Now the question is how do we get around this...just kidding, just kidding."
"It's amazing to me that we can can learn different wavelengths of light from the stars, and other light sources like the sun."
"The Doppler effect for sound, because it's tangible and I can actually hear it play out in daily life understanding how that occurs."
"Emission spectrum vs. absorption spectrum? Not sure I understand the difference."
"What spectra can tell you about the composition of stars. This is interesting to me because I normally do not think of light this way."
"The spectra types were interesting to me because I didn't know the main differences between the three and what causes them and how they relate to astronomy."
Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"Kirchhoff's laws for spectra is slightly confusing because of the different parts in it."
"I would like to see spectra gone over in class."
"Spectra formation didn't make sense. I'm not quite sure what a spectra is in general."
"Spectra, hard to tell the differences I found having to tell what object had what kind of spectrum associated with it difficult because some objects can be deceiving with which spectrum they actually have."
"The Doppler effect a bit confusing so I'm hoping we can go over that in class."
"I don't quite understand the meaning of radial velocity."
"Squished and stretched wavelengths seem a little confusing."
"The three types of spectra. I get that in all of the types that light is split apart into different wavelengths. But what causes only certain colors to be present or missing, or not missing at all?"
"I'm still a little confused about the different spectra and how it relates to light passing through gases and atoms."
"I found Doppler effect on light and differentiating the spectra's fairly challenging. I just don't get the Doppler effect and I also don't understand hot to figure of what spectra is for different things (like on the homework)."
"Emission spectrum compared to absorption spectrum. Not sure I how to identify the two from seeing their spectra."
"The difference between absorption and emission lines, because these words are new to me. (But after looking at the diagrams it made more sense.)"
"I'm not sure which spectra is correlated with hot/cool gas atoms."
"Matching spectrum types with atoms and dense/heavy objects."
I believe Pluto should be a planet. (Original responses.)
Strongly disagree. *** [3] Disagree. ********** [10] Neutral. ********** [10] Agree. *** [3] Strongly Agree. *** [3]
I believe Pluto should be a planet. (This is a follow-up question.)
Strongly disagree. **** [4] Disagree. ********** [10] Neutral. ******** [8] Agree. [0] Strongly Agree. * [1]
Briefly explain your answer to the previous question (whether Pluto should be a planet).
"Before I wasn't aware of what dwarf planets were and how they can be perceived as an actual planet, however I learned that Pluto has the characteristics of dwarf planets and not an actual planet."
"No because of how it is classified it could never be a planet because it doesn't dominate its orbit. However I'm neutral because if it was where Mercury is it would be classified as a planet."
"I didn’t see a section that talked about Pluto being a planet, but I have a neutral stance on Pluto being a planet because due to the nature of us achieving new knowledge our definitions will change. Pluto might not fit the definition now but new discoveries could cause it to fit the description in the future. And to be honest I'm not as knowledgeable on this subject as I'd like to make an informed opinion."
"Pluto does not meet all of the qualifications of a planet, therefore it should not be a planet. It still doesn't meet the requirements to be a planet. RIP Pluto."
"Lack of gravitational dominance? It's out there with a bunch of other masses, so if we accept Pluto as a planet we may as well accept the whole Kuiper belt."
"Who is still invested in Pluto being a planet?"
"Pluto is not able to dominate its own orbit, therefore it should not be considered a planet based on the current definition of a planet."
"Pluto does not dominate its orbit therefore it should not be a planet."
"I honestly could care less because it in space and its too far away for me to care about. It doesn't meet all the requirements, so it's a dwarf planet, sadly."
"I'm not sure what I think about this topic. I'd need to know what researchers accounted for when they declared it as not a planet before I can decide."
"A planet must dominate it's orbit and Pluto fails to do so."
"I don't believe Pluto should be a planet, but it should be a dwarf planet. Because it qualifies to a planet in every aspect besides not being able to control it's environment surrounding it."
"According to the planet definition it has to dominate its orbit, and sadly Pluto doesnt do that."
"I answered neutral because I’m somewhere in the middle and might need some clarification to answer correctly. Growing up Pluto was always a planet, I even learned it in our solar system song. But after learning the characteristics of what makes a planet, I understand that Pluto does not meet all of these standards. Maybe one day it will?"
"Pluto should not be a planet, because it does not meet the IAU's criteria to be a planet. Also if Pluto was a planet, then we would have like a million more planets to learn in third grade. Think about your kids' futures!"
"Pluto was demoted due to new information and understanding of our solar system. New information was scientifically derived thus changing our knowledge of the arraingemnet of the solar system. Because of this, Pluto did not meet the requirements and/or definition of what it meant to be a planet."
"I disagree because Pluto does not have a clear orbit."
"I guess if you're following the IAU rules for all the other planets, you should follow them for Pluto... which makes it not a planet, but a dwarf planet because it doesn't dominate the orbit. It is beautiful in the celestial planet as I've articulated."
"Because Pluto does not dominate its orbit."
Match the spectrum type with their appearance.
(Only correct responses shown.)
Rainbow containing all colors: continuous [87%]
Rainbow with thin black lines: absorption [78%]
Colored lines on a black background: emission [78%]
Given off by hot, dense object: continuous [74%]
Given off by hot, diffuse gas atoms: emission [74%]
Passing through cool, diffuse gas atoms: [78%]
continuous; rainbow. ******** [8] emission; series of bright lines on a dark background. ********** [10] absorption; series of dark lines on a rainbow background. ***** [5] (Unsure/guessing/lost/help!) [0]
continuous; rainbow. ******** [8] emission; series of bright lines on a dark background. **** [4] absorption; series of dark lines on a rainbow background. ********** [10] (Unsure/guessing/lost/help!) * [1]
continuous; rainbow. ******* [7] emission; series of bright lines on a dark background. ************* [13] absorption; series of dark lines on a rainbow background. *** [3] (Unsure/guessing/lost/help!) [0]
continuous; rainbow. ********* [9] emission; series of bright lines on a dark background. [9] absorption; series of dark lines on a rainbow background. **** [4] (Unsure/guessing/lost/help!) * [1]
continuous; rainbow. ****** [6] emission; series of bright lines on a dark background. ********** [10] absorption; series of dark lines on a rainbow background. [5] (Unsure/guessing/lost/help!) ** [2]
starts loud, then gets quieter. *** [3] starts quiet, then gets louder. * [1] starts quiet, gets louder, then goes back down to quiet. ****************** [18] starts loud, gets quieter, then goes back up to loud. * [1] (Unsure/guessing/lost/help!) [0]
Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link, same as above). The pitch (high note/low note) of the car horn:
starts high, then drops lower. ********* [9] starts low, then goes higher. [0] starts low, goes higher, then drops back down to low. ************ [12] starts high, goes lower, then goes back up to high. ** [2] (Unsure/guessing/lost/help!) [0]
Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"Are people that are colorblind see spectra differently than someone isn't colorblind?" (Yes, they do.)
"I didn't see Pluto being mentioned in the reading for this week, it seemed a bit out of place." (It was follow-up question, after you've learned in class how planets are categorized.)
"Can we clarify the three types of spectra?" (Yes, we will.)
"How do you grade tests so fast?" (There is a method for that.)
"How was your weekend?" (Thank you for asking. Mrs. P-dog and I went on an overnight backpacking trip into the High Sierras. It was awesome. It was also very cold. Hopefully your weekend was great, too.)
"Did you see the Space X rocket launch?" (Not from where we were.)
"No comment." (You just did.)
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