Cuesta College, San Luis Obispo, CA
Sections 70854, 70855
Exam code: quiz02Cs1o
Sections 70854, 70855 results
| 0- 6 : | |
| 7-12 : | ******** [low = 9] |
| 13-18 : | ************ |
| 19-24 : | ****************** [mean = 21.1 +/- 6.0] |
| 25-30 : | **************** [high = 30] |
Showing posts with label kinematics. Show all posts
Showing posts with label kinematics. Show all posts
20190909
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2019
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855
Exam code: quiz02Cs1o
Sections 70854, 70855 results
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855
Exam code: quiz02Cs1o
Sections 70854, 70855 results
20180910
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2018
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02HwRd
Sections 70854, 70855 results
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02HwRd
Sections 70854, 70855 results
| 0- 6 : | ** [low = 6] |
| 7-12 : | ****** |
| 13-18 : | ************* |
| 19-24 : | ******************** [mean = 20.4 +/- 6.1] |
| 25-30 : | *********** [high = 30] |
20170919
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2017
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02BjRn
Sections 70854, 70855 results
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02BjRn
Sections 70854, 70855 results
| 0- 6 : | * [low = 6] |
| 7-12 : | ****** |
| 13-18 : | ************ |
| 19-24 : | **************** [mean = 22.0 +/- 6.5] |
| 25-30 : | ********************* [high = 30] |
20160913
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz02SL1p
Sections 70854, 70855, 73320 results
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz02SL1p
Sections 70854, 70855, 73320 results
| 0- 6 : | |
| 7-12 : | ********* [low = 9] |
| 13-18 : | ************ |
| 19-24 : | ******************** [mean = 21.4 +/- 6.2] |
| 25-30 : | ****************** [high = 30] |
20130917
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2013
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz02p3nG
Sections 70854, 70855, 73320 results
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz02p3nG
Sections 70854, 70855, 73320 results
| 0- 6 : | * [low = 6] |
| 7-12 : | ********* |
| 13-18 : | ********************* |
| 19-24 : | ************************ [mean = 20.0 +/- 5.9] |
| 25-30 : | ************** [high = 30] |
20120919
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2012
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, version 1
Exam code: quiz02Bo74
Sections 70854, 70855
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, version 1
Exam code: quiz02Bo74
Sections 70854, 70855| 0- 6 : | ****** [low = 3] |
| 7-12 : | **************** |
| 13-18 : | ********************* [mean = 15.3 +/- 6.1] |
| 19-24 : | *********** |
| 25-30 : | **** [high = 27] |
20110916
Physics quiz archive: kinematics, free fall
Physics 205A Quiz 2, fall semester 2011
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, version 1
Sections 70854, 70855 results
Exam code: quiz02p4iN
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, version 1
Sections 70854, 70855 resultsExam code: quiz02p4iN
0- 6 : ** [low = 6]
7-12 : ****
13-18 : ************
19-24 : ***************** [mean = 21.8 +/- 6.5]
25-30 : ****************** [high = 30]
20090212
Physics clicker question: free fall acceleration
Physics 205A, Spring Semester 2009
Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Multiple-Choice Question 2.1
Students were asked the following clicker questions (Classroom Performance System, einstruction.com) in the middle of their learning cycle (after being asked about the acceleration while the ball is traveling downwards, and while traveling upwards):
A ball is thrown and released such that it initially travels upwards. While it is momentarily at its highest point, its acceleration is __________. (Up = +y direction; neglect air resistance ("free fall").)
(A) +9.80 m/s^2.
(B) 0 m/s^2.
(C) –9.80 m/s^2.
(D) (More than one of the above choices.)
(E) (None of the above choices.)
(F) (I'm lost, and don't know how to answer this.)
Sections 30880, 30881
(A) : 0 students
(B) : 30 students
(C) : 13 students
(D) : 0 students
(E) : 0 students
(F) : 0 students
Correct answer: (C)
A whole-class discussion on velocity versus time graphs for objects in free fall immediately followed the tallying of results. All v_y(t) graphs for free fall may have different initial v_i,y values, but would all have the same negative slopes, and thus acceleration values of -9.80 m/s^2.
Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Multiple-Choice Question 2.1
Students were asked the following clicker questions (Classroom Performance System, einstruction.com) in the middle of their learning cycle (after being asked about the acceleration while the ball is traveling downwards, and while traveling upwards):
A ball is thrown and released such that it initially travels upwards. While it is momentarily at its highest point, its acceleration is __________. (Up = +y direction; neglect air resistance ("free fall").)
(A) +9.80 m/s^2.
(B) 0 m/s^2.
(C) –9.80 m/s^2.
(D) (More than one of the above choices.)
(E) (None of the above choices.)
(F) (I'm lost, and don't know how to answer this.)
Sections 30880, 30881
(A) : 0 students
(B) : 30 students
(C) : 13 students
(D) : 0 students
(E) : 0 students
(F) : 0 students
Correct answer: (C)
A whole-class discussion on velocity versus time graphs for objects in free fall immediately followed the tallying of results. All v_y(t) graphs for free fall may have different initial v_i,y values, but would all have the same negative slopes, and thus acceleration values of -9.80 m/s^2.
20090114
Physics clicker question: ball thrown-down versus ball thrown horizontally
Physics 10, Winter Quarter 2009
University of California, San Diego, CA
Cf. Hewitt, Conceptual Physics, 10/e
Students were asked the following clicker question (Interwrite Personal Response System, interwritelearning.com) in the middle of their learning cycle:
Consider a pair of identical cannonballs about to be simultaneously thrown with the same speed from the same height. Ball A is shot horizontally from a cannon. Ball B is thrown vertically downward by a person. Which will hit the ground first?
(A) Ball A.
(B) Ball B.
(C) They will hit at the exact same time.
Section 642701
(A) : 1 student
(B) : 30 students
(C) : 76 students
This question was asked at the end of the class; so there was no more time for follow-up questions or discussion.
Correct answer: (B)
Presumably students misread the question, confusing it with a situation where the first ball was released from rest rather than being thrown down.
(Question and statistics courtesy of Dr. Michael G. Anderson, Department of Physics, University of California, San Diego, CA.)
University of California, San Diego, CA
Cf. Hewitt, Conceptual Physics, 10/e
Students were asked the following clicker question (Interwrite Personal Response System, interwritelearning.com) in the middle of their learning cycle:
Consider a pair of identical cannonballs about to be simultaneously thrown with the same speed from the same height. Ball A is shot horizontally from a cannon. Ball B is thrown vertically downward by a person. Which will hit the ground first?
(A) Ball A.
(B) Ball B.
(C) They will hit at the exact same time.
Section 642701
(A) : 1 student
(B) : 30 students
(C) : 76 students
This question was asked at the end of the class; so there was no more time for follow-up questions or discussion.
Correct answer: (B)
Presumably students misread the question, confusing it with a situation where the first ball was released from rest rather than being thrown down.
(Question and statistics courtesy of Dr. Michael G. Anderson, Department of Physics, University of California, San Diego, CA.)
20080826
Physics clicker question: distance traveled vs. displacement magnitude
Physics 205A, Fall Semester 2008
Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 1/e, Conceptual Question 2.1 (extended)
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the beginning of their learning cycle:
In general, which statement(s) is/are possible?
(A) Distance traveled > magnitude of displacement.
(B) Distance traveled < magnitude of displacement.
(C) Distance traveled = magnitude of displacement.
(D) (More than one of the above choices.)
(E) (I'm lost, and don't know how to answer this.)
Sections 70854, 70855
(A) : 11 students
(B) : 5 students
(C) : 9 students
(D) : 17 students
(E) : 0 students
This question was asked again after displaying the tallied results with the lack of consensus, with the following results. No comments were made by the instructor, in order to see if students were going to be able to discuss and determine the correct answer among themselves.
Sections 70854, 70855
(A) : 5 students
(B) : 1 student
(C) : 1 student
(D) : 37 students
(E) : 0 students
Correct answer: (D)
If an object moves along one dimension such that it does not retrace its path, then the distance traveled from its initial location to its final location is exactly equal to the magnitude of the displacement (the straight-line vector that points from the initial to final location), so choice (C) is possible. However, if an object moves back-and-forth along one dimension, then the distance traveled will be longer than the magnitude of the displacement, so in this case choice (A) is possible. Under no circumstances would (B) be possible. Never. Never? Never-ever-ever!
Cuesta College, San Luis Obispo, CA
Cf. Giambattista/Richardson/Richardson, Physics, 1/e, Conceptual Question 2.1 (extended)
Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the beginning of their learning cycle:
In general, which statement(s) is/are possible?
(A) Distance traveled > magnitude of displacement.
(B) Distance traveled < magnitude of displacement.
(C) Distance traveled = magnitude of displacement.
(D) (More than one of the above choices.)
(E) (I'm lost, and don't know how to answer this.)
Sections 70854, 70855
(A) : 11 students
(B) : 5 students
(C) : 9 students
(D) : 17 students
(E) : 0 students
This question was asked again after displaying the tallied results with the lack of consensus, with the following results. No comments were made by the instructor, in order to see if students were going to be able to discuss and determine the correct answer among themselves.
Sections 70854, 70855
(A) : 5 students
(B) : 1 student
(C) : 1 student
(D) : 37 students
(E) : 0 students
Correct answer: (D)
If an object moves along one dimension such that it does not retrace its path, then the distance traveled from its initial location to its final location is exactly equal to the magnitude of the displacement (the straight-line vector that points from the initial to final location), so choice (C) is possible. However, if an object moves back-and-forth along one dimension, then the distance traveled will be longer than the magnitude of the displacement, so in this case choice (A) is possible. Under no circumstances would (B) be possible. Never. Never? Never-ever-ever!
20080629
Two-way vector
Photoshop Phriday: Signs Of Our Times II, by occamsmonkeysomethingawful.com
August 3, 2007
Maybe it's a tensor.
20080625
Now entering Zeno's Paradox
Photoshop Phriday: Signs Of Our Times II, by Hellkindsomethingawful.com
August 3, 2007
And yet somehow the jaywalker will reach the side of the road.
20080131
Physics clicker question: average versus instantaneous velocity
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.
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.
20070911
Lolcat: ignoring gravity
"I'm running down ur wallz..." by cliveicanhascheezburger.com
June 25, 2007
Physics 8A learning goal Q3.4
Running down a wall does not necessarily mean gravity has been ignored...but nice try!
20070831
The physics chain of pain
September 2, 2007
The key chart graphically relating instaneous, average, and difference kinematic variables.
20070830
The dudes of displacement
Delta Chi fraternity membersFrostburg State University
Frostburg, MD
http://involvement.frostburg.edu/pic_gallery/Delta_chi.jpg
Displacement vector lovers, represent!
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