Online reading assignment: Kirchhoff's laws (NC campus)

Astronomy 210, spring semester 2019
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.

"The different types of spectra! They are different but eye catching and cute. My favorite is probably the continuous rainbow one."

"I enjoyed learning about the different spectra. I didn't know there different ones."

"The Doppler effect--I've always found the science behind different wavelengths to slightly fascinating whether it's about light or sound."

"For the Doppler effect it makes sense that the waves are higher frequency when they are more closely spaced."

"The Doppler effect and its ability to show if something is moving toward or away from you."

"The reasoning behind the noises of a car horn going by. This was interesting because I had not considered it before in terms of sound waves."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.

"The differentiation of spectrum types was confusing to me because I can't seem to grasp how it works in various scenarios."

"The difference between emission and absorption spectra."

"Keeping the different kinds of spectra straight is hard and confusing."

"I'm unclear on knowing which light spectrum goes to what when comparing a picture."

"I do not understand the different types of spectra and how they form."

"How one would use the Doppler effect to measure speeds of blobs of gas on the sun?"

I believe Pluto should be a planet. (Original responses.)

Strongly disagree.	** [2]
Disagree.	*********** [11]
Neutral.	********** [10]
Agree.	******** [8]
Strongly Agree.	** [2]

I believe Pluto should be a planet. (This is a follow-up question.)

Strongly disagree.	** [2]
Disagree.	******** [8]
Neutral.	************ [12]
Agree.	** [2]
Strongly Agree.	*** [3]

Briefly explain your answer to the previous question (whether Pluto should be a planet).

"It’s considered a dwarf planet lol. But it does still orbit around the sun which is what we use to describe a planet in our solar system. It just takes it over 200 years to make 1 full orbit."

"I'm starting to think that Pluto should be considered a planet because it passes the qualifications to be considered a planet."

"Pluto still is an OG and got done dirty."

"My answer hasn't changed, the qualifications for a planet aren't met by Pluto. If Pluto is to be regarded as a planet, we'd have to consider multiple other dwarf planets as plain planets."

"I don't have a good reason why Pluto should or shouldn't be a planet."

"As years go by we find new ways to categorize items in space. One day Pluto didn't fit the criteria to be considered a planet anymore. If when don't get specific with our organization, then we'll most likely end up with over 1,000 planets again."

"Pluto should be because it has its own uninterupted orbit around the sun."

"I honestly don't even care anymore if Pluto is a planet."

"My opinion previously was that it should be a planet but I haven't read enough to change my opinion."

"We now know that Pluto is a dwarf planet in the Kuiper belt. We also know that it’s rather small when compared to some moons. However, the issue of it being a planet or not just comes down to the current definition of the classification and I'm not vested in that being right or wrong."

"I guess I better understand why its not a planet and I can see why they switched its classifications but its hard not to think of it as a planet. Probably just because what I was taught growing up."

"Pluto isn't a planet because it doesn't meet all the criteria for being a planet. It falls short at being able to control its orbit."

"The current equation for what defines a planet clearly states that Pluto is a dwarf planet."

"If you follow the most recent diagram for detecting what is a planet Pluto clearly doesn't fit."

"Pluto is not considered a planet because it doesn't meet planet requirements (doesn't dominate orbit)."

"By definition it should not be a planet but it still hurts."

"It does it’s thing in the system just like everyone else."

"Pluto doesn’t have what is necessary to be considered a planet, because it does not dominate its gravitational orbit."

"I chose neutral because Pluto is part of our solar system and we learned in class that this planet is discovered."

"Based on the International Astronomical Union classification Pluto is not a planet because it doesn't dominate its orbit."

"I mean they should just pick one instead of going back and forth, I don't really have an opinion on it."

"Pluto is round and orbits the sun, but is not large enough to dominate its orbit which makes me come to the conclusion that it is not a planet."

"My reasoning has not change, while I believe it's kind of silly to revoke the status of 'planet,' I understand that their ARE reasons for this status change. Plus, this information doesn't effect or impact my every-day life, so I don't feel the need to 'protest the right to be called a planet' for Pluto, which is millions and millions of miles away from ME."

"I like the planet classification where Pluto is required to dominate its local gravitational neighborhood. It keeps our planet count to a reasonable number."

Match the spectrum type with their appearance.
(Only correct responses shown.)

Rainbow containing all colors: continuous [96%]
Rainbow with thin black lines: absorption [81%]
Colored lines on a black background: emission [78%]
Given off by hot, dense object: continuous [70%]
Given off by hot, diffuse gas atoms: emission [74%]
Passing through cool, diffuse gas atoms: [59%]

Hot, molten metal produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	******* [7]
emission; series of bright lines on a dark background.	********** [10]
absorption; series of dark lines on a rainbow background.	[6]
(Unsure/guessing/lost/help!)	**** [4]

The sun produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	****** [6]
emission; series of bright lines on a dark background.	********* [9]
absorption; series of dark lines on a rainbow background.	********** [10]
(Unsure/guessing/lost/help!)	** [2]

The lights atop the Fremont Theater in San Luis Obispo, CA, produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	******** [8]
emission; series of bright lines on a dark background.	*************** [15]
absorption; series of dark lines on a rainbow background.	* [1]
(Unsure/guessing/lost/help!)	*** [3]

Your instructor produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	********** [10]
absorption; series of dark lines on a rainbow background.	******** [8]
(Unsure/guessing/lost/help!)	***** [5]

The balrog from The Lord Of The Rings: The Fellowship Of The Ring produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	************* [13]
absorption; series of dark lines on a rainbow background.	***** [5]
(Unsure/guessing/lost/help!)	***** [5]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link). The loudness of the car horn:

starts loud, then gets quieter.	[0]
starts quiet, then gets louder.	*** [3]
starts quiet, gets louder, then goes back down to quiet.	*********************** [23]
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.	******** [8]
starts low, then goes higher.	* [1]
starts low, goes higher, then drops back down to low.	************ [12]
starts high, goes lower, then goes back up to high.	****** [6]
(Unsure/guessing/lost/help!)	[0]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"Please expand as much as possible on the different light spectra!"

"Is there a frequency of sound that would not produce this Doppler effect because the pitch was too deep or high?" (Not really, but it may have a frequency that is too low or too high for humans to hear.)

"Have you ever thought about if ocean were in the sky and how you would be able to walk down into the ocean floor without the water there?"

"P-dog, is that you in thermal camera photo above?" (Why, yes. Note my cool goatee.)

"Will we get our midterms back?" (You'll get them back in class, and we'll talk about your cumulative point totals.)

Online reading assignment: circuit basics

Physics 205B, spring semester 2019
Cuesta College, San Luis Obispo, CA

Students have a bi-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 circuit basics.


Selected/edited responses are given below.

Describe what you understand from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically demonstrate your level of understanding.

"Most basic circuits that we can build will have an electromotive source of voltage connected to the resistor. In this way the charges can flow continuously around and around. I also learned that an ideal battery uses the chemical reactions that occur change charges in an order to release electric potential energy. I also learned that different chemical reactions will release different amounts of electrical potential energy which creates different voltages."

"An ideal circuit is one where charges can flow continuously through it. Electrons flow in the opposite direction of the current, which is how much positive charge in coulumbs that circulates per time in seconds. Coulombs per second is referred to as amps. Ideal batteries are used to release electric potential energy by exchanges charges. A circuit also consists of a resistor in which all different materials have different resistance values. We can use Ohm's law to determine how much current will flow through a circuit."

"When you stack ideal batteries, you add the total value of voltages. A good conductor has a low resistance value and a poor conductor has a high resistance value. When you string together resistors, you have to add their individual values together for an equivalent resistance value. Ohm's law can help determine how much current will flow given the total amount of voltage and resistance."

"In a basic circuit, charges can flow continuously around. A current is the positive charge that circulates while the electrons will flow around the other way."

"A basic circuit involves an electromotive force connected to a resistor so that a charge may flow continuously. A current is defined by the amount of positive charge flowing (out from the (+) terminal of the battery), but it is the electrons that are flowing in the opposite direction (out from the (–) terminal of the battery)."

"Amps (A) is what a positive current charge that circulates in coulombs per second."

"There is a direct relationship between resistance, voltage and current. These three variables describe different characteristics of a circuit. The equation is able to be manipulated easily to solve for the desired variable."

Describe what you found confusing from the assigned textbook reading or presentation preview. Your description (2-3 sentences) should specifically identify the concept(s) that you do not understand.

"I don't understand the idea of battery stacking in order to increase the voltage output. Does the electric current just flow between the batteries, how do the stacked batteries relate to each other in order to increase the voltage output?"

"What is amperage and how is it measured in contrast to voltage? Why are these two aspects inversely related and how does that apply to each circuit?"

"I think I'm understanding the basics, but it also feels like I'm really missing something."

"We hear AC/DC all our lives (not the band necessarily). I don't know that I've ever realized how simple that concept really is. Direct current is moving one way all the time and alternating current is alternating back-and-forth. what a concept!"

"For some reason this is really hard for my brain to wrap around. I get the basic concepts of how a circuit functions, but when it comes to amps and current and voltage and stuff like that."

"Ohm's law--I do not understand the difference between the voltage and the current. Also I do not understand why the ratio of ∆V/I remains constant."

"I am sorry, I will read this before class. Chemistry is killing me :("

"I need to be more in-depth with all the material in this reading."

"I will take great notes in class on Monday."

A wire is used to complete a circuit with a single 9.0 V battery. When a wire is used to complete a circuit with a system of 244 "stacked" 9.0 V batteries, there will be __________ voltage and __________ current, compared to the single 9.0 V battery circuit.

less; less.	* [1]
less; more.	** [2]
more; less.	****** [6]
more; more.	********************** [22]
(Unsure/guessing/lost/help!)	***** [5]

An emf source is connected to a container of water. When salt is dissolved in the water, there will be __________ resistance and __________ current, compared to the pure deionized water circuit.

less; less.	[0]
less; more.	**************************** [28]
more; less.	** [2]
more; more.	* [1]
(Unsure/guessing/lost/help!)	***** [5]

A metal screw completes a "short circuit" with a transformer emf source. This is dangerous due to the very __________ resistance of the metal screw, and the very _________ current flowing through it.

low; low.	* [1]
low; high.	*************************** [27]
high; low.	* [1]
high; high.	** [2]
(Unsure/guessing/lost/help!)	***** [5]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"I didn't quite understand what you meant by 'current flowing clockwise through this circuit, while the electrons actually circulate in the opposite counterclockwise direction through this circuit.' Does this mean that the negative charge (electrons) is going one direction and the positive charge (protons) is going the opposite direction?" (Almost; electrons are traveling in one direction around the circuit, and the lack of electrons (which makes a neutral object have a positive charge) travels around in the opposite direction. You can think of bumper-to-bumper traffic, where each car moves forward, but the gap between cars moves backwards down the freeway.)

"So the current moves in one direction?" (For the steady-state, direct current circuits (which we are considering here), the current keeps moving in one direction around the circuit, at a constant value. However, what is really going on is that electrons are going in the opposite direction of how we define currents, but that's a result of electrons arbitrarily being labeled as having a negative charge instead of positive charge.)

"This was very helpful. The circuits seem super-dangerous." (These were only dangerous not just because of the voltage differences, but because the resistances were low, making the resulting amounts of current very high.)

"I don't understand if short-circuiting is due to too much or too little resistance." (Too little. Even with a modest amount of voltage (∆V), completing a circuit with a low resistance object (metal, water, unprotected sweaty palms) will make the resistance (R) in the denominator in Ohm's law (I = ∆V/R) very small, making the current (I) very high, which is what can kill you.)

"Can you explain what happens when you are putting up your Christmas lights and one bulb is dead then the series of bulbs after it don't work." (If a bulb completely burns out ), then no current can pass through it (as its filament is broken), which prevents the rest of the bulbs from being lit, as the circuit is now "open." However, a newer "shunt" type of bulb has a backup path for current to pass through it even after the filament is broken, although you may notice the rest of the bulbs are a little dimmer afterwards.)

"I'm curious to how my portable charger works and what makes it so easy to charge as well as why it charges the phones so fast in addition to lasting so long to die off. I'm curious to know what materials they used, but of course I'm not going to dismantle it to see what's inside." (Most likely it contains a lithium-ion battery inside. And yes, good on deciding to not take it apart.)

"I am just a little confused on the stacking component of batteries (and even batteries in general). I understand there is a chemical reaction but how does that create a charge? Do batteries constantly have a charge and chemical reactions are happening inside the battery at all times?" (By "charge" let's make sure we're talking about actual electrons that flow, instead of "putting energy into" the battery. So chemical reactions occur in batteries by materials exchanging electrons (to fill or to empty their orbitals and bonds), releasing energy in the process. If the battery is part of a complete circuit, then electrons are free to flow through the rest of the circuit to return to the battery, and take part in further chemical reactions, releasing more energy, etc. Ideally, if the battery is disconnected from a circuit, then the chemical reactions will stop, because no more electrons are available to be exchanged.)

"It would be cool to make a battery for lab." (That sounds like chemistry to me. However, we'll be building a capacitor in lab this week, and taking a look at thermocouples for next week's lab, which can basically be thought of as temperature-dependent batteries.)

Astronomy midterm question: Cassiopeia and Orion visible in March 27 night sky?

Astronomy 210 Midterm 1, spring semester 2019
Cuesta College, San Luis Obispo, CA

Shown at right is a comic strip[*] published on March 27, 1994. Determine a plausible time for an observer in San Luis Obispo, CA to be able to see both the constellation Cassiopeia and the constellation Orion somewhere in the night sky on this date, or discuss why this comic strip is not plausible. Defend your answer by clearly explaining how you used your starwheel to do this, along with any assumptions that you may have made.

[*] Mort Walker and Chance Browne, "Hi & Lois" (March 27, 1994), King Features Syndicate.

Solution and grading rubric:

• p:
  Correct. Locates the constellations Cassiopeia and Orion on the starwheel, and rotates starwheel such that both are still visible in the sky on March 27 (from approximately 12 PM to 11 PM), and within that range selects a time that is dark enough to see stars (after approximately 7 PM), such that this would be plausible for time within the range 7 PM to 11 PM on that date.
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Discusses how this is not plausible, because at 12 AM on March 27 Orion will have already set, but does not consider a slightly earlier time that night where both Cassiopeia and Orion would be visible.
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. Discusses some date other than March 27 to find a time when both Cassiopeia and Orion would be visible in the night sky.
• v:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use starwheel in a systematic manner.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit. Discussion not clearly based on using a starwheel in a systematic manner.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Section 30676
Exam code: midterm01SFBk
p: 31 students
r: 5 students
t: 3 students
v: 4 students
x: 1 student
y: 0 students
z: 0 students

A sample "p" response (from student 1929):
Another sample "p" response (from student 4132):
Another sample "p" response (from student 7415):
A sample "r" response (from student 0815), only considering midnight on March 27 to test for (im)plausibility:
A sample "t" response (from student 7563), testing for a plausible time on another date besides March 27:

Astronomy midterm question: waning gibbous moon with sun low in opposite sky?

Astronomy 210 Midterm 1, spring semester 2019
Cuesta College, San Luis Obispo, CA

Shown at right is a photographic montage[*] of the moon, observed by a person on a sand dune, with the sun low in the sky somewhere beyond the right edge of the photograph. Discuss why this composition is not plausible. Support your answer using a diagram showing the positions of the sun, moon, Earth, and an observer on Earth.

[*] instagram.com/p/Bq0oQ9PHlK9.

Solution and grading rubric:

• p:
  Complete diagram and reasoning, using one of the following explanations:
  1. identifies the moon as a waning gibbous (due to slightly more than the left side of the moon being illuminated), at or very nearly overhead at or just before 3 AM, which is inconsistent with the sky still illuminated by the sun "low in the sky" sometime during daylight hours (after 6 AM to before 6 PM); or
  2. identifies the moon as third quarter, which is overhead at 6 AM, argues that is too early for the sun to already be rising "low in the sky," but does not recognize the inconsistency in lighting; or
  3. recognizing that the moon as shown is illuminated from a light source from the left, which is inconsistent with the sun being low in the sky "somewhere beyond the right edge of the photograph."
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. May make one of the following explanations:
  4. since this is just before sunset (without discussing possibility that this may be just after sunrise), argues how a waning gibbous moon would not be visible then until rising later at 9 PM, when it is dark; or
  5. misidentifies the moon as waxing gibbous, at or very nearly overhead at 9 PM, which is inconsistent with the sky still illuminated by the sun "low in the sky" sometime during daylight hours (after 6 AM to before 6 PM).
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. Primarily discusses waning crescent moon being overhead.
• v:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to draw a moon phase diagram and apply rise/overhead/set times.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit. Discussion not clearly based on a moon phase diagram.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Section 30674
Exam code: midterm01NtwT
p: 27 students
r: 3 students
t: 1 student
v: 3 students
x: 0 students
y: 0 students
z: 1 student

Section 30676
Exam code: midterm01SFBk
p: 23 students
r: 11 students
t: 6 students
v: 3 students
x: 1 student
y: 0 students
z: 0 students

A sample "p" response (from student 2005), discussing that the sun would not be out in the sky when the waning gibbous moon is high overhead:
Another sample "p" response (from student 2517), observing that the wrong side of the moon is illuminated:
Another sample "p" response (from student 7563), making both arguments mentioned above:
A sample "r" response (from student 1377), only discussing how the waning gibbous moon would not be visible at sunset:
Another sample "r" response (from student 1106), instead identifying this as a waxing gibbous moon, which would not be high overhead during daylight hours:

Astronomy midterm question: Jupiter, not Venus low in the west at dawn

Astronomy 210 Midterm 1, spring semester 2019
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board was asked and answered[*]:

deanmajiet65: Just before dawn, I saw a planet in the sky in the west. Is it Jupiter or Venus?
Rich: It's not Venus. You were facing west, so that was Jupiter.

Discuss why this planet could not be Venus, and would have to be Jupiter for an observer in San Luis Obispo, CA, and how you know this. Support your answer using a diagram showing the positions of the sun, Venus, Jupiter, Earth, and an observer on Earth.

[*] answers.yahoo.com/question/index?qid=20090727104303AA5cFyR.

Solution and grading rubric:

• p:
  Complete diagram and reasoning includes the following explanations for how it is possible for an observer on Earth to be able to see Jupiter, but not Venus in the west at dawn:
  1. places observer on Earth at dawn (or some time after midnight but before sunrise), with east and west horizons clearly indicated; and
  2. is able to place Jupiter (in an outer orbit) such that it is visible above the west horizon for this observer, and also indicates how Venus (in an inner orbit) can only be seen in the east horizon if it is visible at all at dawn.
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Typically diagram is correct, but supporting argument is contradictory or incomplete.
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. May have an observer at sunset instead of sunrise, and/or switched east/west horizons; but still has Jupiter and Venus along outer and inner orbits around the sun, respectively.
• v:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Some attempt at diagram(s), but no clear indication of observer/horizon on Earth and how placement of outer and inner planets would (or would not) be visible at dawn in the west. Typically misplaces Jupiter and Venus in their relative outer/inner orbits around the sun.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Section 30674
Exam code: midterm01NtwT
p: 17 students
r: 3 students
t: 10 students
v: 4 students
x: 0 students
y: 1 student
z: 0 students

Section 30676
Exam code: midterm01SFBk
p: 26 students
r: 2 students
t: 9 students
v: 3 students
x: 2 students
y: 1 student
z: 1 student

A sample "p" response (from student 7563):
A sample "v" response (from student 1735), with both Venus and Jupiter as inner planets, and with east and west horizons switched for an observer on Earth, just before dawn:

Astronomy current events question: lunar surface dark and light swirls

Astronomy 210L, spring semester 2019
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!)

Sarah Frazier, "NASA Mission Reveals Origins of Moon's 'Sunburn'" (February 27, 2019)
nasa.gov/feature/goddard/2019/nasa-mission-reveals-origins-of-moons-sunburn

Images of dark and light swirls on the moon sent back by NASA's ARTEMIS spacecraft may have been caused by the solar wind:
(A) stirring up dust storms.
(B) melting underground ice.
(C) warming the moon's core.
(D) deflected by magnetic fields.
(E) causing camera malfunctions.

Correct answer: (D)

Student responses
Sections 30679, 30680
(A) : 10 students
(B) : 4 students
(C) : 5 students
(D) : 20 students
(E) : 4 students

Astronomy current events question: ExoFiT rover testing

Astronomy 210L, spring semester 2019
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!)

News release, "Fit for Mars" (February 28, 2019)
esa.int/Our_Activities/Human_and_Robotic_Exploration/Exploration/ExoMars/Fit_for_Mars

The European Space Agency's ExoFiT mission is testing a model rover __________ to practice for an eventual real mission to Mars.
(A) on the moon.
(B) in Antarctica.
(C) deep underwater.
(D) computer simulation.
(E) in the Chilean desert.

Correct answer: (E)

Student responses
Sections 30679, 30680
(A) : 0 students
(B) : 2 students
(C) : 2 students
(D) : 4 students
(E) : 30 students

Astronomy current events question: Mars' water-related crater features

Astronomy 210L, spring semester 2019
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!)

Francesco Salese, Gian Gabriele Ori, Dmitri Titov, and Markus Bauer, "First Evidence of Planet-Wide Groundwater System on Mars" (February 28, 2019)
esa.int/Our_Activities/Space_Science/Mars_Express/First_evidence_of_planet-wide_groundwater_system_on_Mars

Images of __________ sent back by the European Space Agency's Mars Express spacecraft support predictions of underground water on ancient Mars.
(A) sinkholes.
(B) glacier tracks.
(C) crater wall features.
(D) inactive steam vents.
(E) collapsed lava tubes.

Correct answer: (C)

Student responses
Sections 30679, 30680
(A) : 1 student
(B) : 11 students
(C) : 22 students
(D) : 5 students
(E) : 0 students

Physics quiz archive: interference, electrostatics

Physics 205B Quiz 3, spring semester 2019
Cuesta College, San Luis Obispo, CA
Sections 30882, 30883, version 1
Exam code: quiz03b3Am



Sections 30882, 30883 results

0- 6 :	** [low = 3]
7-12 :	**
13-18 :	*********
19-24 :	***************** [mean = 21.5 +/- 6.0]
25-30 :	************ [high = 30]

Online reading assignment question: helpful/unhelpful Midterm 1 astronomy study tips

Astronomy 210, spring semester 2019
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.

Describe something notable that either helped or did not help with studying for this midterm. Selected comments may be discussed in class. (Graded for completion.)

The following are all of the student responses to this question, verbatim and unedited.

"Writing down everything, even the things you think you understand."

"Reviewing the notes and slides."

"Make a quizlet of the quiz questions and study them!"

"Using flashcards has really helped me cover the large amount of material we have covered so far."

"It helps me to look at the blogs, read and study the previous short answer questions."

"Going over all the material and doing the activities again. For the future I think that will help me learn the material by going over activities prior to class."

"For moon phases: The new moon is highest over head at noon. This can easily be remembered with: NEWN."

"Making a quizlet with a friend from class has really helped me study."

"What helped is going over the activities and quiz questions. Moving forward I need to spend more time studying at home prior to class in order to leave class confident in the subject discussed during lecture."

"If I can visualize the information (remember the diagrams) I can usually work my way to the answer."

"The questions you listed and going over the quiz questions were really helpful for review!! drawing out the charts multiple times and testing myself seemed to boost my understanding of everything too."

"I liked the short answer questions you gave us online."

"The snowboarder technique for figuring out what planets were visible was a very helpful technique that both works easily and is easy to remember."

"Your drawings help me a lot."

"What hurts while studying for a midterm is when it's on the same day as two other midterms. Prioritizing is tricky."

"I usually like to just reread all my notes. During class I draw a lot of pictures that really help me contextualize and easily recall the lecture and class material."

"I know you said we could always do the online quiz packets and then message you to see if the answers are correct, but I really wish the answers were posted online. I get why you don't post the answers, but when we get into study groups usually if we don't understand something we'll just go with the answer of the person that makes the best case. Lol."

"Practicing helps for me."

"All of the sample questions really help."

"Cramming does not help."

"To be perfectly honest, covering stuff that is going to happen after the midterm (electrons, etc) before the midterm is difficult for me. I feel like my brain is already pretty full remembering everything we've covered that will be on the midterm."

"Chewing gum helps me study."

"Flash cards"

"The moon phase chart by position and time."

"For me personally, making notecards with the different terms, ideas, theories, or accomplishments we've reviewed in class or read in the book."

"One thing that hasn't helped me study is just studying the review questions without actually trying to understand the material."

"I think that looking over the past quizzes is helpful!"

"Learning about the eyepiece on a telescope (I have a hard time keeping track of how those word problems work)."

"Something to NOT do is cram right before this exam, it is failing me, be wise."

"Not using snacks as a way of sticking to studying for a certain amount of material. I end up just thinking to myself, 'I could just eat it now,' and do."

"Notecards help me study."

"Something that doesn't help studying is not reading the textbook."

"Procrastinating?... WHACK! The way you don't even study for a test??! WHACK!!! :)"

"I'm more of an auditorial learner, so having people quiz me seems to be the most effective study habit when I do."

"It helps me to write notes down at least three times. I find this helps me memorize material in all subjects."

"DON'T STUDY LAST MINUTE, you remember the information if you study periodically, not cram it all at once!!!!"

"I found some great resources online that helped me finally understand moon rise and set times. I feel this and the star chart have been my two largest issues."

"I don't have great studying techniques aside from re-reading old notes and quizzes."

"Reviewing notes totally helps also redrawing diagrams and repeating out loud while doing so."

"What will help me for this midterm is going over examples that will relate to the midterm."

"Something that helps is organizing my notes on one page."

"It helps to look over your notes everyday. Extended exposure will hopefully lead to retention."

"I like to go over the same question over and over until I practically know the whole question itself. This helps me memorize and helps with my thinking towards the question."

"I would say looking back at old quizzes and making flashcards of these questions. I would also like to add looking back at your notes."

"The review session in class helped a bit but the free response questions are a little confusing for me. I think if we had more review sessions I'd feel more confident in it."

"I plan to study the quizzes because those seem to be helpful questions to focus on."

"It helped having class on Wednesday as a partial review day, it would have been nice to have multiple review days so if students had questions we could study the material and then ask you next class."

"Your website links that include answer examples as well as your grading system."

"I found it helpful going through the long question packets found online and also going through the smaller in class practice quizzes."

"Well, to remember whether to add or subtract 6 hours for moon phases, I remember that the word setting has a 't' like a PLUS sign to remind me to add. While I view the 'i' in rising as a minus sign. I hope that helps someone. I am a very factual person so simple baby steps help me. I also work better in certain groups. The last group I was in was extremely patient and helpful. The week before that, I wanted to pull my hair out because my group didn't seem very considerate. I like to learn from my classmates as well."

"I promise I am not trying to sound rude, but with drawing diagrams (visible light, sun and planet locations, etc.) when we were 'raised' on them would be rather devastating for me. I don't want the answers, but I would prefer to have a ruler and draw lines depicting planet visibility/location rather than trying to make a diagram myself. That is where I get lost."