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1) a: Thinking that learning is fast. b: Believing knowledge is composed of isolated facts. c) Being convinced that being good at a single subject is a matter of inborn talent. d) Thinking: "I'm really good at multi-tasking."
2) I often think that learning is fast because some of my peers in school learn faster than me; it is an irritating situation so I convince myself that I need to learn faster and it is difficult for me to do so. Also, I think that multi-tasking is not as awful as it really is. To fix these problems, I need to slow down and learn at my own pace and shut my phone off when I am working.
3) Metacognition is the awareness of understanding of a topic; in other words, it is how well a student thinks that they know the material.
1) The most important factor in successful learning is what the student thinks about while they are studying.
2) Deep processing is taking subjects and comparing them to others in order to further boost the learning process.
3) a: If I minimize distractions, such as eliminating my phone from the workplace, I can focus more on my school work and retain the information at a higher level. b: Developing my metacognition will help me make sure that I actually know the information instead of assuming that I know the material. c: Relating topics to one another will help teach me how the topics are interacting, and why certain things work the way they do. d: Actually thinking really hard and focusing only on the work that I am doing will help me retain information and remember it later on.
1) a: Elaboration; In the classroom, I can analyze how different topics within physics relate to each other and why. b: Distinctiveness; Discover the difference between different topics and even smaller differences between similar problems. c: Personal; Ask myself if I have seen the physics in action before, or have seen a similar question last year. d: Appropriate to Retrieval and Application; Ask questions such as: Can I recall the information? Have I reviewed the practice questions? If I have not, I'd better take a look at them! e: Automaticity; Practice topics until they become so easy to complete that it is like riding a bike. f: Overlearning; Study the extra five minutes necessary to be able to recognize the situation five seconds faster in an exam or lab.
1) a: What is question generation? b: How could question generation be applied? c: What are ways you could practice retrieving information in a way that a teacher would expect? d: What are the three functions of note taking? e: What is the purpose of checking yourself vs the textbook or your notes? f: What was a time that you used question generation to solve a problem?
2) Taking notes will engage the note taker in the video and is requires a lot of effort. The full concentration will set the mind directly onto the video. Taking notes of a video, like in class, encourages the note taker to learn and pay attention because the note taker has to want to pay attention and want to learn the information.
3) I believe that organizing a study group that meets often will not benefit me very well. This is simply because people do not often want to go to a study group to study, they want to go to a study group so they do not need to study or to get the answers out of somebody else in the group. I get lots of group time in school every day and if I really need help, I have many resources and the means necessary to contact somebody I know to help me. In addition, I learn at a different pace than other people, so I will stick to the time in school I have to work with others, and get work done by myself at home, only to get help through Mr. Fullerton's videos or messaging a friend if need be.
1) a: Avoid panicking! b: Do not go into denial! c: Do not study the same way if it did not work the first time around. d: Do not wait until the end of the semester to try to improve my grade. e: Do not skip class to focus on another class; go to all classes I can! f: Do not fall behind while waiting to find time to catch up; just catch up and do not suffer! g: Do not cram at the last minute, studying and work is made to be done over time!
2) a: Examine how I prepared and be honest with myself. b: Review the exam and compare my errors with notes already taken. c: Communicate with my professor. d: Examine my study habits and react appropriately if my habits are not habits that will benefit me. e: Develop a plan for my school work and studying that will benefit me in the future.
3) a: Commit time and quality effort into my work. b: Minimize distractions in the workplace. c: Attend class; class is where we learn! d: Do not begin to slide; 'pain is temporary', as Mr. Tytler always says. Fight through it, and it will benefit us in the long run. e: Set realistic goals for myself; do what I know I can do!
Some time ago, I wrote a research paper about Isaac Newton for a social studies class. I did not investigate my topic well until after I handed my ill-researched paper in, a poor choice on my part but my curiosity about the subject did not leave me. I began by read a few articles, just enough to have a partial idea of what it was I should have wrote about and the figure I had neglected to properly study. Isaac Newton had a hand in optics, classical physics, and the creation of his laws of motion. He discovered the law of universal gravitation when he was twenty two years old which in total, became a crucial part of forming our modern ideas of physics and natural laws. Eventually he received accolades and held the title of knighthood for his immense contributions. Overall, I think that Isaac Newton should have a bit more attention from the public so his work can come to light.
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A 1. Learning is fast
2. Knowledge is composed of isolated facts
3. Being good at a subject is a matter of talent
4. “I’m good at multitasking”
B Personally, I know I can sometimes have a bit of a defeatist attitude when it comes to math and science because subjects like English and history come way easier to me. It's good for me to keep in mind that a large part of academics is studying and practicing, not just giving up if it doesn't come easily.
C Metacognition is how aware you are that you understand the material so that you can study as much as you know you need.
A The most important factor in successful learning is how you think about what you’re studying.
B Deep processing is thinking about the significance behind a concept, not just thinking about the concept itself.
C Maximizing focus: I need to avoid switching between social media and other tabs while I’m on my computer doing homework or watching videos (and I especially need to avoid looking at my phone).
Using accurate metacognition: Reading the textbook doesn’t necessarily mean comprehending the concepts; I should be productive and work through things I don’t understand rather than just going through the motions.
Deep processing of important concepts: Knowing an equation relating to kinematics doesn’t mean I understand how to apply it to different situations or what they mean. Memorizing equations and definitions isn’t a productive use of my time.
Practicing retrieval and application: I should be able to figure out how to apply the concepts I’ve learned to diverse situations, which I can learn to do by practicing examples.
Elaboration: I can make associations between two types of motion or examples that have similar properties.
Distinctiveness: I can distinguish different topics from each other by comprehending how two concepts are different from each other because otherwise I could mistake one concept for another.
Personal connection: Significant events that I can relate to a physics concept will make it more likely that I remember that concept.
Appropriate retrieval and application: Practicing applying knowledge to different problems will help me learn how to successfully apply different concepts to different situations.
Automaticity: Instead of getting work done just to do it, as I usually do with my other homework, I need to aim at creating a new studying system that will actually help me to comprehend the material.
Overlearning: I should aim to have the material understood days before I take the test so that I have time to review even more.
A What is “shallow processing”?
How do concept maps help deeply reinforce information?
How can practice problems be used to practice recalling knowledge?
Why is taking notes by hand preferable to notes on a computer?
How is taking quick, brief notes different from trying to record the whole lecture in terms of levels of processing?
Give an example of a time when practice tests have helped you improve your metacognition.
B Notes taken on video lessons should be brief, not just a recording of the entire video, and you should be thinking about what is being said instead of just mindlessly recording it. Concentration is important, and so you shouldn’t be pausing and switching between computer tabs. The video format is beneficial in that you can pause and record important information you missed immediately and don’t have to write so quickly that you focus on writing instead of understanding the material.
A If an exam goes poorly, avoid panicking or doing into denial.
B Positive steps to take after failing an exam include identifying how you prepared for the test and acknowledging your mistakes, going over the exam to see what you did wrong, analyze your weak area(s), check you missed in your notes, and improve your study strategies.
C Put in the time you need, have as few distractions during studying as possible, attend classes, set yourself realistic goals, don’t “slide” by dedicating time to one class over another, and be attentive of details that would be easy to lose points over.
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Video 1: “Beliefs That Make You Fail… Or Succeed”
Beliefs that make you stupid:
1. Learning is fast
2. Knowledge is composed of isolated facts
3. Being good in a subject is a matter of inborn talent
4. I’m really good at multitasking
Which of these beliefs resonates with me?
I sometimes think that I can learn things really quickly, that I don’t need a lot of time, or as much time as someone else to understand a subject.
Metacognition: A student’s awareness of their level of understanding of a topic.
Video 2: “What Students Should Understand About How People Learn”
What is the most important factor in successful learning?
1. The intention and desire to learn
2. Paying close attention to the material as you study
3. Learning in a way that matches your own learning style
4. The time you spend studying
5. What you think about while studying
Deep Processing: Really understanding a topic by connecting new ideas you learn to prior knowledge of that topic and making the learning experience unique to you, helping you to have a better understanding of a topic.
Things that help learning:
1. Minimising distractions; maximising focus: It is hard for me to work in a room full of people or if the environment I am in is dirty, so I need a neat quiet place to work efficiently.
2. Developing accurate metacognition: For me, actually think about what I am learning and doing rather than just doing it to get it done.
3. Deep, appropriate processing of critical concepts: Think about things in the way they were meant to be used, If you only have to memorise something, then memorise it.
4. Practicing retrieval and application: Make sure I can recall facts and actually know how to use what I know, which I feel I can do.
Video 3: “Cognitive Principles for Optimising Learning”
1. Elaboration - not being vague; relate beyond yourself; association: Take better notes that aren’t just keywords without definitions or connections to other things.
2. Distinctiveness - set unique concepts apart from others: Make sure to know the differences between different equations and what they are used for.
3. Personal - relate what you are learning to your own life: this sounds like what we will be doing in the blog posts, sounds like fun
4. Appropriate retrieval and application - use what you learn in specific and deliberate ways: when working on problems know what is needed to complete them.
5. Automaticity - practice something so you can do it without conscious effort: remember equations so I don’t have to constantly go back to the reference table
6. Overlearning - study beyond the classroom, knowing information to where it can be recalled easily and quickly: learn the reference table
Video 4: “Putting the Principles for Optimising Learning into Practice”
1. What is metacognition? Awareness of your own learning and knowledge
2. In the video how did the teacher test for metacognition? He compared the amount of questions the students thought they would get correct to the amount they actually did.
3. How does poor metacognition hurt academic success? People can think they know something, so they don’t practice it and don’t get better.
4. Why would metacognition that was good in high school be bad for college? College requires a higher understanding of topics and not just quick recollection of facts.
5. What are differences between shallow and deep processing? Shallow processing would be if you memorize isolated facts, when deep processing compares topics to one another.
6. Name a task you already do where you use deep processing - I use this in mathematics to use what I already know to understand a new topic.
How do the tips for taking notes in class apply to video lessons?
You have to take notes on the video lessons, it is easy to just get caught up in the talking and not think about what is actually being said. If you don’t take notes and use deep processing then it is very likely that a topic you are learning will not stick with you.
Video 5: “I Blew the Exam, Now What?”
What should you avoid if an exam goes poorly?
Avoid Panicking or going into denial
What should you do if an exam goes poorly?
Be honest with yourself and examine how you prepared for the exam. Review the exam. Compare errors with notes taken. Talk to your professor. Examine study strategies. Develop a plan.
Helpful strategies to raise your grade:
1. Commit time and effort
2. Minimize distractions
3. Attend class
4. Set realistic goals
5. Don’t begin to slide
6. Don’t give away points
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- 4 beliefs that make people stupid:
- Learning is fast
- Knowledge is composed of isolated facts
- Being good at a subject is a matter of inborn talent
- They are really good at multi-tasking
- The belief that knowledge is composed of isolated facts really stuck with me because of just how incorrect it is. Even in AP Physics 1, if you simply memorized all of the equations and nothing else, you probably wouldn't have passed. It's more about how the equations relate to other equations and the problem, and how they can be manipulated to get the correct answer.
- Metacognition is somebody's ability to understand a topic. Even if they memorized and know everything about it, they might not understand it at all. There's a big difference between knowing something and understanding it.
- What you think about while studying is the most important factor in successful learning.
- Deep processing is processing something by fully understanding it and connecting it to other topics rather than simply memorizing it.
- 4 things that help learning
- Minimizing distractions and maximizing focus – I need to place myself in an empty room with nothing but my work. Even then it still might not work, though.
- Developing accurate metacognition – Rather than memorizing equations, I should memorize what the equations are for and how it can relate to other equations.
- Deep, appropriate processing of critical concepts – I should relate topics to my own personal experiences more
- Practicing retrieval and application – I should learn based on practice rather than review
- 6 principles for optimizing learning
- Elaboration – I should relate topics to each other rather than simply focus on each individual topic separately.
- Distinctiveness – Just as I should relate two topics, I should also remember their differences and not combine them together consistently.
- Personal – Relating stuff to personal experiences can really help us remember them, and I have never done this in the past.
- Appropriate to Retrieval and Application – Practicing problems and reciting memorized information would probably severely improve my memory skills, which are currently close to zero.
- Automaticity – Practicing something so much that it basically becomes muscle memory. If I do this enough in high school, I won't have to worry about the transition into college nearly as much.
- Overlearning – Rather than simply memorizing something, overlearning is continuously practicing something so that my skill in it improves and I become quick and efficient at it, such as studying. I have spent years practicing procrastination, and I think that my skills in it have improved dramatically since I first started.
- 6 question generation techniques
- What were the 6 principles for optimizing learning?
- How does relating academic topics to my personal experiences improve my studying skills?
- Why does automaticity help study when it discourages deep processing?
- Would overlearning drive people to despise a topic, causing them to lose motivation and stop studying?
- How do automaticity and overlearning differ?
- When have you studied with only shallow processing?
- They provide a summary of the lecture rather than copying everything, create memory cues to help remember the information, and actively engage you in the lecture. They have the same benefits.
- I would be a part of a study group, and even though I really should, I don't think that I will. This is mainly because other people would be more of a distraction for me, and we would end up bringing each other down. I will help others out when they get stuck on a problem, but probably nothing more than that. Even with my massive procrastination issues, I'm motivated enough to get my work done well.
- Go into denial
- Keeps studying the same way
- Waits to get help until its too late
- Skips class
- Falls farther behind before while waiting to catch up
- Cram at the last minute
- Skip small or late assignments
- Give up
- Examine how you prepared and be honest with yourself
- Did you go to class and do the assigned work
- Review the exam
- Compare errors with notes taken
- Talk with your teacher
- Examine study habits
- Develop a plan
- How to raise grade
- Commit time and effort
- Minimize distractions
- Attend class
- Set realistic goals
- Don't slide
- Don't give away points
A.) There are several misconceptions about studying that can hurt you in the long run which include:
Learning is fast
Knowledge is composed of isolated facts
Being good is a born talent
I can multitask
B.) The misconception which resonates with me the most is that “knowledge is composed of isolated facts”. It seems that many teachers, when focusing on studying, believe that vocabulary is the best way to digest information. Personally, I have always had trouble studying in this way. Now, knowing that mapping out information is the way to go, I feel like my study habits are already better prepared than I once thought for this year.
C.) Many students need to develop a new sense of metacognition once they arrive at college. This is the perceived sense of awareness on a certain topic. Many students when taking their first exam, go in overconfident not realizing that they have not prepared well enough to pass the exam. Only through good study skills, along with trial and error can a person develop an accurate sense of metacognition.
A.) Many students have misconceptions on what factor plays the biggest role in successful learning. The truth is that what you think about when studying is most important. The less distractions a person has, the more focused a studying experience they can have by using methods of deep processing.
B.) Deep processing is going beyond simply trying to store the information given to you, as it is unlikely your brain will retain it. It is expected that deeper connections are made with the material which include: creating an emotional connection, organizing and visualizing how information goes together, or asking yourself questions how a teacher would. Deep processing is much more about comprehending the whole subject matter rather than being able to pull out tiny bits of information. This will be much more valuable on a test, and even in the long run, when future topics build off the same information.
1.Minimizing Distractions - With more distractions more time is spent not studying and not absorbing the information.
2.)Developing accurate metacognition- It is important, as a student, to know one's limits and when they can push themselves further in order show they have mastered the work.
3.)Deep, appropriate processing of critical concepts - Using deep thought and connecting all information can be quite difficult but it is one of the only ways to learn a topic thoroughly.
4. Practicing retrieval and application - This acts as a simulated testing situation forpeople as they need to be able to recite and connect information in a coherent and quick manner.
A.) Optimising learning is the number one way to prepare yourself for any exam or future instances where you need to need to look back upon learned information. The first strategy is elaboration, such as, how do concepts relate to other concepts. An example would be relating derivatives to finding instantaneous forms of motion on a graph, as it spans the gap between physics and calculus and provides real world applications. The next aspect is distinctiveness. For this unit alone, recognizing that average velocity is different than instantaneous velocity can mean the difference of understanding a problem or getting the incorrect answer. Another aspect is making information personal. I believe many of the problems in class already achieve this by focusing on topics which center around comedic scenarios or people’s interests. The blog posts will be our personal time to relate physics to what we are passionate about. The fourth aspect is practicing appropriate retrieval and application. I feel the best way to do this is by helping others as you need to know the information to teach it and it truly makes a person verbalize the varying concepts in their head. The second to last aspect is Automaticity, which usually lends itself to practicing an excessive amount of problems on the subject. If you can look at a problem, and have done so many practice problems where you know how to start it and then work through it without truly struggling, you have achieved this level of mastery. The final aspect is overlearning. To do this one must study the information to the point it can be recalled quickly and easily. I believe the best way to do this, for me, is to sit down with someone else and try having a conversation/interview about the topic to the point where it seems natural. At this point, a person should be able to tackle the comprehensive questions which are given to them.
A.) What is metacognition? Metacognition is the ability to tell how well you have mastered a material.
In the video, how did the teacher test for metacognition? Prof. Chew asks his students what they predict they shall score on their first test. He then compares it to their actual scores. The estimated percent is a x coordinate with the actual being the y coordinate. A line with a slope of 1 was created and anyone who scored lower than the line shows a sense of overconfidence and lack of metacognition.
How does poor metacognition hurt academic success? Poor metacognition can fool a person into feeling they are ready for a test when they are not causing them to fail.
Why would metacognition that was good in high school be bad in college? In high school the curriculum focuses more on shallow learning and memorizing small facts while college focuses on deep learning over prolonged periods of time.
What are the critical differences between deep and shallow processing? Deep processing centers much more around why and how things work and connect. Shallow processing is more simply reciting information.
Name a task you already do where you automatically use deep processing. When I play volleyball I use deep processing especially when analyzing a hitter that I am supposed to be blocking. How is he an asset to the team? What are his strengths? What are his weaknesses? How does he plan to perform this play and how can I react to his move in the best possible way? All of these questions bounce around in nearly an instant between play.
B.) Just as in a real world lecture, writing down everything the video tells you is a bad idea and will leave the important notes lost in a sea of less usefull information. Notes should paraphrase and summarize in order to be a useful tool. Video lectures are nice as they are already recorded so any information missed can be gone back to if not fully understood or needed to be explored further. While it is much harder to miss a video lecture than an in class lecture, taking the notes and copying them from someone else is a horrible idea, as you are using second hand information as your first hand. The best source to get it from is the lecture itself and, most importantly, a person can have faith that they are not writing down any misinformation.The tip for organizing notes is necessary for both, as notes are not a one time source of information. When a person inevitably looks back on them, they want to be able to quickly access the topic and information they are looking for amidst all the others.
C.) A study group is very valuable in this class. I already have a small one forming and, so far, it has worked out tremendously with each member contributing to different problems which the others were stuck on. The best method of learning is through teaching others and, when that can happen equally amongst people in a group setting, then it is a beneficial relationship for all parties involved.
A.)There are appropriate ways to handle an exam which can aid you in future exams, but there are other habits which shall certainly hurt you. Some behaviors to avoid while preparing are: studying the same as you did for prior exams, waiting to ask for help, skipping class to catch up on others, cramming, falling behind, and skipping assignments. The main things to avoid directly after you do poorly on an exam are panicking and going into denial. A person should look at this moment and take it as the learning experience that it is and take the steps necessary to do better in the future.
B.) If you do end up failing, there are some strategies which help greatly. The strategies recommended are: to honestly examine how you prepared, review the exam, compare it with your notes, talk with your professor, examine your study habits and develop a plan for your future.
C.) A few helpful strategies can guarantee a good grade for the future. These steps include: committing an appropriate amount of time and effort to your work, minimizing any distractions you experience, attending class, setting realistic study goals, not letting work slide, as it will only build up, and not giving away easy points (not following simple instructions). With these tips grades can improve along with your outlook on failure not being an obstacle but a learning point.
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1: Learning is fast
2: Knowledge is composed of isolated facts
3: Being good at a subject is a matter of inborn talent
4: I’m really good at multitasking
The one that resonates with me is about multitasking. I don’t really have an issue with being distracted by things around me, like my phone, but I often find it difficult to focus on one thing at a time and I have a tendency to jump from one thing to another and back very quickly.
Metacognition is how well one thinks they really understand a subject. Typically those with more accurate metacognition have a better understanding.
The most important thing when studying is what you think about while doing it.
Deep processing, rather than shallow processing, is when a person thinks about the meaning of information and makes connections between pieces of information when learning. On the other hand, shallow processing is learning isolated facts and is not beneficial to learning.
1: Minimizing distractions and maximizing focus- I’ll study in my room, phone across the room, where it is quiet.
2: Developing accurate metacognition- I can “quiz” myself and see how well I’m doing on a regular basis through practice problems and webassigns.
3: Deep, accurate processing of critical concepts- I will focus on how various topics are interrelated.
4: Practicing retrieval and application- I will consistently work on practice problems where I can apply what I am learning.
1: Elaboration- I will make connections between topics as we learn them to increase my understanding.
2: Distinctiveness- I’ll keep in mind what important details stand out in each topic to set them apart from others to avoid confusion.
3: Personal- Blog posts should keep me relating classwork to my daily life.
4: Appropriate retrieval and application- I’ll quiz myself as I work through topics so I know which ones I need to spend more time on.
5: Automaticity- Hopefully my good skills will become a routine that I will not have to try to force myself to do.
6: Overlearning- the most important topics for me to understand I will study so that I can recall the information quickly.
1: What does a good question look like?
2: What kinds of questions are the most beneficial?
3: How will asking questions help me learn?
4: What should I consider when asking questions?
5: How should I organize my notes?
6: What should I be thinking about as I take notes?
The note taking tips for in class lectures apply to videos because, like in lectures, you shouldn’t try to mindlessly copy everything you hear. You should try to consider the key concepts when listening to a lecture or watching a video and get those down on the paper. They should also be organized so that they can be understood later, otherwise they won’t be any help.
C.) I’ll form a study group that will have clear goals of what we plan to accomplish each time we meet.
2: Go into denial
3: Do nothing
4: Wait to ask for help
5: Skip some classes to focus on others
6: Fall further behind while waiting to catch up
7: Ignore small assignments
8: Give up
1: Examine how you prepared, be honest
2: Review the exam, focus on mistakes.
3: Talk with your teacher to make sure you are taking the right steps
4: Examine your study habits
5: Create a plan to help improve
1: Commit time and effort
2: Minimize distractions
3: Attend class
4: Set realistic goals
5: Don’t begin to slide
6: Don’t give away points
- Learning is fast
- Knowledge is composed of isolated facts
- Being good at a subject is a matter of inborn talent
- I'm really good at multi-tasking (I, personally, suck at multitasking)
The one that resonates the most with me, is that I do often think learning is fast. Although, I have come to terms with the fact that it's not as fast as I think it is. In reality, it's more that I wish learning was fast, but I know it really isn't. As for the other three, I know knowledge is an interconnected web of ideas and understanding, I know that strength in a subject can be learned, and I know (very well) that I am quite bad at multi-tasking.
Meta-cognition is one's own measure of how much they think they understand a subject. The accuracy of one's meta-cognition goes hand in hand with how well they truly understand a subject.
The most important thing when studying is what you think about while doing it.
Deep processing and shallow processing are two ways someone can process information. On the shallow side, the person only thinks about / focuses on shallow details and facts - things that pop right out without much actual thinking involved. Meanwhile, during deep processing, the person thinks about / focuses on the meaning behind the information, especially something personal attached to the information.
- Minimizing distractions and maximizing focus: I'll make sure I'm in a quite environment with my phone far out of reach.
- Developing accurate metacognition: I'll routinely reevaluate how well I know the subject material through the use of things like the assignments in class and the web assigns at home.
- Deep, appropriate processing of critical concepts: I'll focus on how each topic is related to my everyday life - it is physics, after all, it's happening all around us.
- Practicing retrieval and application: I'll practice the material we're working on, rather than reading through notes.
- Elaboration: I'll make sure I relate the topics we study to each other, using notes and worksheets to spot the similarities and relations between the different topics.
- Distinctiveness: I'll make sure I still understand the distinct nature of each topic. I'll continue to test my recall of old topics so I know I'm not confusing similar topics, and really do understand the differences.
- Personal: The blog posts will really help with this. I'll make sure I make legitimate blog posts that I really do feel a connection to my personal life with.
- Appropriate to retrieval and application: I'll practice each individual part of the topics we learn, until I understand how each is connected to the others, and how they're all applied mathematically, and in practice.
- Automaticity: I'll continue doing practice on the topic we learn until I'm certain I don't need any notes or help to complete problems.
- Overlearning: I'll challenge myself with harder, more in-depth problems, until I can quickly and easily work through the problems without notes or help. At least, as quick and as easy as I can.
- What are good strategies for learning?
- What types of questions should I ask?
- How do questions impact the retention of knowledge?
- Why should I come up with my own questions?
- What makes a good question good?
- What questions have I already asked without thinking about it?
Video lessons are a lot like lectures, the only difference being the ability to rewind, fast-forward, and skip whole parts. These abilities, though, make shallow-learning even easier and more dangerous. Videos should be watched carefully, while you take notes as described in the video. It will probably be better to take notes on paper, as it will make it less convenient to pause, rewind, fast-forward, or leave the video entirely. Notes that promote deep processing will help to prevent the need to re-watch parts of, or whole, videos. Whatever work is to be done concerning the video, i.e. this blog post, should be done only after fully watching, and taking notes on all parts of the video. This way, the knowledge and understanding is not only in short-term memory, but has been processed deeper.
I will definitely participate in study groups, though I might not stick to a single one (unless we just end up having a 15-person study group, that might be cool). I know my strengths relatively well, and I'm certain I can help to lead my classmates through the work load of this class. I don't want to stick to a single group, because I think I could both help more people if I jump around, and it would give me more experience with helping many different (although all nerdy) people. I also think that participating in different groups can help anyone, since different groups may often have different approaches to the same problem, each of which may be an entirely valid solution. It would be very helpful to experience all those different ways of thinking, for anyone.
Disclaimer: There's entirely a possibility that, if the workload of all of my classes combined pushes me too close to - or beyond - my limit, I become almost completely independent, probably for just a short while. I'll do my best to manage my time wisely, though, so that doesn't happen, and I don't send myself into a spiraling, endless pit of stress and lack of time.
- Go into denial
- Do nothing
- Wait until the end of the semester to get help
- Skip class to focus on others
- Fall further behind while looking for ways to catch up
- Ignore small assignments
- Give up
- Examine how you prepared, and be honest with yourself.
- Review the exam, and focus on what you got wrong. Make sure you understand any problems you didn't during the test. Check if you had the necessary information to complete the problems you missed in your notes. If not, reexamine your note-taking.
- Talk with your professor. Take steps early to make sure you know what path you need to take in order to improve your learning.
- Examine your study habits. Make sure your strategies take effort to do.
- Based on all of this, create a plan on how you're going to do better.
- Commit time and effort (is anyone who's taking this class actually expecting to not put in time and effort?)
- Minimize distractions (no cell phones during study time)
- Attend class (except on senior skip day)
- Set realistic goals (you're not gonna go from a 9% to a 90% in one week)
- Don't begin to slide (if you do, seek help)
- Don't give away points (unless you're the teacher, I'll take some free points)
That was a long post. Jeez Louise. Time for a nap. Probably, like, an 8 hour nap.
1) Learning is fast
2) Knowledge is a compilation of isolated facts
3) Success is not based on effort
4) Humans can successfully multitask
These are the beliefs that if held by a student will simple prevent learning and make people dumb. Many of us today are too attached to the minicomputer in our pockets and are unwilling to let it go. However, learning and studying with distractions isn’t successful studying at all.
The most important part of studying is what you think about while doing it. Are you focused on the material and making connections between topics, or are you thinking about playing a game or replying to a message on your phone? Studying is most effective when done to allow for deep processing of material (AKA: making connects, marking differences, and using personal experience to understand material).
1) Minimize distractions
2) Have accurate metacognition
3) Deep processing of material
4) Practicing material retrieval as it will be required on a test
1) Elaborate- relating topics to one another
2) Distinction- recognize differences in material
3) Personal- relate information to your own experience
4) Retrieval- practice recalling information as it will be asked
5) Automaticity- practice beyond basic understanding
6) Overlearning- study till the material is known as if second nature
Notes should be taken by hand to limit useless material copying and online distractions. Only make notes of key material and connections to other material as well as make them engaging to study multiple times.
Create a study group with a common goal to move not only a few to better understanding but the group as a whole. Set requirements to keep the group working and focused as well as reducing slackers. Lastly make sure everyone shares the same understanding as the group, any member should be able to answer for the group as a whole.
If you fail a test, don’t panic on deny it happened. Review the test and compare its questions with your notes and preparation. If there is material you don’t understand talk with the teacher and add detail to your notes. Being willing and accepting to getting help and clarify what you don’t understand. Then learn from the test and continue working with a new understanding.
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a) 1. Learning is fast 2. Knowledge is composed of isolated facts 3. Being good at a subject is a matter of inborn talent 4. I am good at multi-tasking
For me, I feel like all of these beliefs have an impact on me because I definitely have believed in all of them at some point in time. The final one about multi-tasking makes me think the most because I do check my phone while studying and try to get other things done all while attempting to learn. The third one also hits me as something I have believed in for so long because I know that I think about how some people are naturally good at certain subjects, like physics, and I do sometimes get discouraged because I think that I cannot possibly do as well as they do when really, I can do that well if I spend the time and put the effort into it.
c) In the video, “metacognition” refers to the awareness that students have when it comes to their level of understanding for different topics. Poor study skills leads to poor metacognition and an overconfidence which then leads to lower grades than they would expect.
a) The most important factor in successful learning is what you think about while studying.
“Deep processing” means going further into information instead of just focusing on what is on the surface. Going further and relating information to personal ideas can help in remembering that information whether with intention or without.
c) 1. Minimizing distractions to maximize focus will help me to improve my learning because I will be able to take in and start to understand information better without distractions such as my phone in the way. 2. Developing accurate metacognition will improve my learning skills because I will have a sense of what I know and what I do not understand to help me realize and focus on the information necessary to spend more time on for better grades and learning in the end. 3. Deep and appropriate processing of critical concepts leads me to try and relate information that I need to know to me while going deeper into the learning instead of just what is on the surface. 4. Practicing retrieval and application will improve my learning because I will learn how to really learn and understand information through practicing good learning strategies.
a) 1. Elaboration will help me to actively learn because it puts an emphasis onto relating topics to each other which forces me to really think about what I am learning. 2. Distinctiveness will help me with knowing the difference between topics that are closely related or even completely different. 3. Using a personal learning skill helps in remembering a concept because it is something that can be thought of right away say with the concept of throwing a ball up in a moving car to experience and see where it will land. Labs help to create personal experiences because you can see what is there and remember since you experienced it. 4. Using appropriate retrieval and application skills will force me to realize what concepts I understand by being able to quiz myself in how well I know and can explain certain ideas. 5. Automaticity will help me with the basic ideas because hopefully I will find and solve equations enough that when I need to know them, they have been completed so many times that they become easy. 6. Overlearning will help when for key points that I know I should expect on tests so I can automatically remember information because of the depth in the learning.
a) 1. What is deep processing?
2. Will question generation help to increase the understanding of complex materials?
3. How does a student know whether a teacher will be testing on facts or concepts?
4. What are good question generation skills?
5. What are the differences between good note taking skills and bad not taking habits?
6. Have these questions helped you to understand certain skills better?
The tips on taking notes applies to video lessons because you should not write down every piece of information that is given in the video, only they key and important concepts. Some examples are good in note taking as well because when looking back you can see exactly what the concept means in detail.
c) Forming a study group with rules for effective group study sessions
a) You should avoid going into denial and panicking when an exam goes poorly.
You should examine how you prepared, review the exam, talk with your teacher, examine study strategies and, develop a plan.
c) 1. Commit time and effort
2. Minimize distractions
3. Attend class
4. Set realistic goals
5. Don’t begin to slide
6. Don’t give away points
a. 4 beliefs that make people stupid:
· Learning is fast
· Knowledge is composed of isolated facts
· Being good at a subject is inborn talent
· I’m good at multitasking
b. I tend to try to multitask while doing homework by checking my phone every once and a while, but then I have to go back and reread so in the end it actually takes longer
c. Metacognition: A student’s awareness of their level of understanding of a topic
a. Most important factor in successful learning: what you think about while studying
b. Deep processing: matching new information with already learned information and comparing and contrasting the two
c. 4 items that help learning:
· minimizing distractions – don’t have my phone right next to me while trying to do homework
· developing accurate metacognition – don’t overestimate the amount of material that I actually know and instead take the time to learn what I don’t know
· deep processing of critical concepts – don’t just skim through something just to get it done and instead relate it to something I already know
· practicing retrieval and application – quiz myself on the new material after I have finished learning it
a. 6 aspects of optimizing learning:
· elaboration – relate this concept to other concepts not only taking notes on the one video but relating it to things learned in other videos
· distinctiveness – prove how this concept is different from other concepts by knowing the difference between integrals and derivatives
· personal – relate this concept to personal experiences by forming the weekly blog posts on something I find interesting
· retrieval and application – use and apply this concept within the weekly blog posts and webassign
· automaticity – practice information so it occurs without conscious effort by writing equations without having to look at the reference table
· overlearning – study beyond just knowing information so it can be recalled quickly by looking over notes again before answering questions so I don’t have to constantly look back at them
a. 6 questions from the video:
· What is metacognition?
- A student’s awareness of their understanding of a topic
· How did the teacher test for metacognition?
- The teacher created a graph of the grades the students thought they would get vs. the grade they actually received and it showed that most students have poor metacognition
· How does poor metacognition hurt academic success?
- You might overestimate how well you know something and then get a bad grade
· Why would metacognition that was good in high school be bad in college?
- In college you have to apply knowledge to situations, whereas in high school you are mostly memorizing facts
· What are the central differences between deep and shallow processing?
- Deep processing is applying and relating information to something already learned, shallow processing is merely memorization
· Name a task you already do where you automatically use deep processing?
- Reading and annotating a book
b. In video lessons, it is hard to write down everything the instructor is saying word for word, so instead it is better to listen and then summarize what was said with an example to recall for later use. Taking notes on the video engages you by intently listening and processing what is being said in order to fully understand the content. It is also important to create sections and title the notes so that you know exactly where to go back and look for a certain topic.
c. A study group would obviously be of use in this class and most classes because others can help you learn information you don’t know and sometimes teaching is one of the best ways to learn!
a. What to avoid if an exam goes poorly: panicking and going into denial
b. What to do if an exam goes poorly: examine how you prepared, review the exam, talk with the teacher, examine your study habits and if they are effective, and develop a plan for the next exam
c. Helpful strategies to raise your grade: commit time and effort, minimize distractions, attend class, set realistic goals, don’t begin to slide or slack off, and don’t give away points
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I like cookies and chicken. Two Cs. Just like AP Physics C. I also enjoy playing guitar in my free time and long walks on the beach. I am also an avid fan of the series Game of Thrones. As a varsity setter on the volleyball team, I have to take in each unique play and react based on the situations on the court. This relates to physics in which every problem is a new situation and I like a challenge. I hope to get a real sense of what careers in this field I may be interested in. I'm most excited about teaching ourselves. Not because it sounds like a blast, but because I can use the skills I develop to help me succeed in college. However, I'm super anxious about the tests and workload because I know how difficult they can get. Thanks for tuning in on my first blogventure. Catch ya next time.
Video 1: Beliefs That Make You Fail… Or Succeed
A) “Beliefs That Make You Stupid”:
~Learning is fast
~Knowledge is composed of isolated facts
~Being good at a subject is a born talent
~I’m really good at multi-tasking
The belief that “learning is fast” really resonates with me because I don’t budget enough time for homework and studying so I have to rush to get things done.
C) Metacognition is a student’s awareness of their level of understanding of a topic.
Video 2: What Students Should Understand About How People Learn
A) The most important factor in successful learning is “what you think about while studying”. You can’t just skim the material or get distracted, you need to be attentive.
B)”Deep processing” means you really understand the information you’re learning and can relate it to other information.
C) Items That Help Learning:
~Minimizing distractions; maximizing focus: I can make sure that I am in a quiet study area without my phone.
~Developing accurate metacognition: I should ask for help instead of settling for a basic understanding.
~Deep, appropriate processing of critical concepts: I need to make sure I understand something before moving on.
~Practicing retrieval and application: I should use the information I learn to help with homework.
Video 3: Cognitive Principles of Optimizing Learning
A) Aspects of Optimizing Learning:
~Elaboration is the ability to relate concepts: I should know a concept by more than just a definition.
~Distinctiveness is the ability to separate the concepts: I shouldn’t get equations for one unit mixed up with other’s.
~Personal is the ability to relate to experiences: Doing the blog posts should make me relate physics to my life.
~Appropriate to Retrieval and Application is the ability to recall the information: I cannot forget the concepts before the AP so I need to practice them.
~Automaticity is a process so highly practiced that it occurs without any conscious effort: I should get to this level by doing practice problems.
~Overlearning is studying beyond just knowing information to where it can be recalled easily: I need to study outside of class.
Video 4: Putting the Principles for Optimizing Learning into Practice
A) What is metacognition? It’s the student’s awareness of their level of understanding of a topic. In the video, how did the teacher test for metacognition? The teacher used a graph with the x-axis being the students’ predictions of the % of questions they got correct, and the y-axis being the students’ actual % of questions correct. Each point represented a student and if their point was on the line with a slope of 1, then they had accurate metacognition. Any point below the line represented a student with poor metacognition.
How does poor metacognition hurt academic success? It makes students overconfident in their abilities so they lose the motivation to study and get a better understanding.
Why would metacognition that was good in high school be bad in college? In high school it is easy to fly by all of your classes by just memorizing facts and getting good grades and this creates a sense of overconfidence and lack of time spent studying, which hurts college level students.
What are the critical differences between deep and shallow processing? Deep processing focuses on subjective meaning instead of just meaningless aspects of information.
Name a task you already do where you automatically use deep processing. Watching videos and taking notes makes me understand the concepts better.
~”Provides a key summary” applies to the definitions of main terms that video lessons supply.
~”Creates a set of memory cues” applies to the recap at the end of each video of each of the terms and concepts.
~”Engages you in the class” applies to the examples of tests that the video lesson provided to prove certain ideas.
C) I will start a study group while keeping these tips in mind:
~Set a goal and agenda
~Set criteria for participation
~Keep ultimate goal of learning in mind
~Everyone can ask/ answer questions
~Any member can express the group understanding
Video 5: I Blew the Exam, Now What?
A) If an exam goes poorly, I shouldn’t panic or go into denial.
If an exam goes poorly, I should examine how I prepared (and be honest with myself), review the exam (compare errors with notes taken), talk with my professor, examine my study habits, and make a plan.
C) Helpful Strategies to Raise One’s Grade:
~Commit time and effort
~Set realistic goals
~Don’t begin to slide
~Don’t give away points
I am a senior at IHS this year. Most of my time is spent on the soccer field, whether I am playing, coaching, or refing. I have always enjoyed the challenge of math and problem solving. Although science is not my favorite subject, I found physics last year very interesting, especially the electricity unit. One of the main reasons I am taking AP Physics C is because I would like to become an engineer (environmental/energy and electrical engineering interest me the most).
This year I am excited to learn about physics on a new and more challenging level. I think I'll enjoy the independence and being able to work at my own pace, but I am also concerned that I will fall into the trap of procrastinating without a lot of structure. However, I am ready for the challenge and I hope that this class will help prepare me for taking college courses.
I am a student at IHS. As I dive into my senior year I hope to discover new opportunities and interests. I play baseball in the spring and summer. During my free time I like to watch sports or read; however, one of my greatest interests has always been science. I am taking AP physics C this year to further my understanding of the universe. I always knew I liked science, but taking AP physics 1 last year helped me find out that I have a specific passion for physics. In the future I would like to continue my interest in physics by taking it in college and having a career in the engineering field. This year in physics I would like to become more skillful in becoming self taught. This will give me opportunities to become a more innovative person. This year I am most excited about the independence that comes with being a senior. I am anxious for my college research process to come to an end so I can finally apply to the schools and decide where I want to go.
So, it’s been a few years since I’ve detailed how I make my screencasts, and my workflow and equipment have evolved as I’ve added a few bells and whistles in an attempt to make the screencasts look a touch more professional (and more fun). Some things have stayed the same, and others, well, not so much. Here’s the basic workflow.
The Computer27″ iMac
I’m still working on a Mac platform, doing most of my work on a 27-inch 2013-vintage iMac. I try to keep up to date with the latest version of the operating system, which is currently OS X Sierra. The iMac includes the higher-end graphics card (NVIDIA GeForce GTX 780M 4096 MB), has an i7 processor, and I’ve installed 32 GB of RAM. Typically when I purchase a computer I shoot for a five to six year productive life span, at which point I’ll upgrade to a newer model. This has worked pretty well for me with respect to my Mac laptops (a MacBook Pro), as the last one was in service for about six years, but I’m anticipating this iMac may continue well past that mark. It still looks beautiful, runs quickly, and with the amount of RAM and the built-in Fusion Drive, its performance doesn’t appear to be in any danger of slowing down in the near future.
Pen DisplaysWacom Cintiq 22HD
Attached to the iMac I have a Wacom Cintiq 22HD pen display unit, which is basically an external monitor that I can “write on” with a special pen, allowing me to annotate the screen as I talk through the video. I’ve previously used a Wacom DTU-1631, and am looking forward to trying out the newly-released Wacom Cintiq Pro 16 with a USB-C enabled MacBook Pro. Though the Wacom pen displays are a very significant investment, I’ve been very impressed with their quality and longevity. The DTU-1631 has lasted five years in the classroom with heavy daily use, and the Cintiq 22HD is just shy of five years of service (though a much lighter workload) and could easily pass for brand new. These monitors also hold their value extremely well over time.
Audio & VideoBlue Yeti Microphone
I’ve gotten a ton of mileage out of my Blue Yeti USB microphone… I’ve tried a number of other mics, including lapel mics, and microphones that cost more than three or four Blue Yeti’s, but I haven’t found anything that compares to the quality of the Blue Yeti, especially at its very reasonable price point. If you want to upgrade your audio from the built-in microphones, this is a very solid choice, and another piece of electronics that has held up well for more than five years of service.Canon Vixia HF G20
I’ve put together a small office in my basement to allow for a fairly quick and seamless transition to video creation mode, which includes a foam green screen (and stand). Especially if you’re just getting started, something as simple as a green flannel blanket can work, though I have to admit, the foam green screen has held up extremely well these past few years (even with the dog sleeping on the portion that sits on the floor at least daily). They sell rather expensive lighting clips to hold the green screen to the stand, but I found quality clips at a much more reasonable price at the local hardware store.Genaray SpectroLED
For illumination, I use a couple of super-cheap reflector work lights coupled with a Utilitech Pro floor LED and a Genaray SpectroLED SP-E-240D mounted on the ceiling. With a little bit of playing, I can obtain pretty reasonable uniform green screen illumination. I also use a couple of desktop clip-on lamps to illuminate the foreground (i.e. — my face) in the videos.
To record my face in the videos, I’m using a Canon Vixia HF G20, saving the digital video file onto an SD card. Most any digital camcorder or webcam can do the job, however. While the Canon is recording my face, I’m separately using the iMac and Telestream’s Screenflow 6 (Telestream JUST released Screenflow 7, but I haven’t tried it out yet) to record the Wacom Cintiq screen, as well as recording the input from the Blue Yeti microphone.
Prior to any recording, however, I create my “slides” for the screencasts using Apple’s Keynote software, and export those slides as a PDF. I then open the PDF using Zengobi’s Curio software, which is the software actively running on the Wacom screen that I use to annotate the slides. If you haven’t tried it out, Curio is a pretty amazing piece of software that allows you to do so much more than just write on PDF slides… if you have a Mac, it’s worth checking out for a variety of purposes!
So, the workflow. With everything set up, I have Screenflow 6 start recording the Wacom screen while recording the Blue Yeti mic, and simultaneously I start up the Canon video camera. Once I’ve gone through the lesson, I stop Screenflow from recording and stop the Canon video camera. I should now have an SD card that contains the digital video file of my face (with sound recorded from the Canon’s rather poor microphone), and a Screenflow 6 file that has video from the Wacom screen coupled with the Blue Yeti-recorded sound.
Now it’s time to put the video all together. First I export the digital video file from Screenflow 6, taking care to export at 29.97 fps and not 30 fps so that it will match up to the Canon digital video file. Then, using Final Cut Pro on the Mac (coupled with the Motion and Compressor add-ons), I create a project and import both the recorded screen video file and the video camera file. Using Final Cut, I create a combined clip from these two files and have Final Cut Pro sync them up based on the audio (although the sound from the Canon camera is poor, it’s good enough to sync the clips together). Next, I mute the sound from the Canon camera, so that I now have my recorded screen video below my “live action” video, but using only the sound from the recorded video screen, which was recorded with the Blue Yeti mic.
EditingChroma Key Effect
Next it’s time to edit. First step is to take care of the green screen effect (formally known as chroma key), which Final Cut Pro does quite easily. I remove the green color from the “live action” file using the “Keyer” effect, and tweak it as needed to get the desired result. I then shrink the clip down and position it where I want, so that I have the live video taking up just a small portion of the screen, the background green from the video shows as transparent, and what shows through from underneath is the recorded video from the Wacom screen.
The hard part’s done. Final steps now involve fixing any audio issues, clip editing if necessary, adding any titles, and appending on the opening and closing video sequences, which were created using Adobe Premiere Pro, After Effects, and Audition from Adobe Creative Cloud. Once I have the video looking the way I want in Final Cut Pro, I use Compressor to export it in multiple formats — high definition video for YouTube, and an APlusPhysics-specific size and quality for viewing directly from the APlusPhysics site.
Moving forward, I would really like to spend some time working with my old iPad to see if I can re-purpose it for use as a teleprompter. I tend to spend a lot of time up front planning my videos, but still have yet to come up with a slick, efficient way of presenting notes to myself while I’m making a video. I have to believe there’s a reasonable way to have my notes show up on my iPad and use some sort of remote (perhaps my phone?) to scroll through PDF notes on my iPad as necessary. Currently I tend to tape my paper notes to the bottom of the camera, which is chock-full of problems, messiness, and opportunity for improvement.
Back to Reality
If it sounds like there’s quite a bit of work involved, you’re not wrong, but don’t think you have to go to anywhere near this level of complexity or expense to make quality screencasts. My workflow has evolved over the years as I’ve tinkered and gone through a length set of try/fail sequences to learn what works for me and provides the level of quality I’m after. Much of what I do can be accomplished in a similar manner using fairly basic tools — Techsmith’s Camtasia software coupled with a Webcam, a USB lapel mic, and most any digitizing tablet will get you pretty solid results without a huge investment.
Even though this article is a technical how-to / what do I use, I’d still like to end with two bits of advice I’ve learned from doing things the hard way more times than I can count.
- First, and foremost, a flipped classroom is NOT about the videos, it is about building more in-class time for active learning strategies such as hands-on activities, group problem solving, deep-dives into a topic, discussions, etc. The videos themselves are such a tiny part of the whole equation, and are primarily a means to create more available class time.
- Second, though it can be fun to doctor-up your videos and add all sorts of bells and whistles, realize that these embellishments and investments of time and resources have extremely minimal payback in the form of student learning and performance. If you’re interested in doing these things, make sure you’re doing them because you want to and think it’s going to be fun, but don’t expect to see any sort of substantial learning improvement with higher quality videos (which brings me back to item one… it’s not about the videos!)
- Video: Developing a Successful Flipped Classroom
- Video Series: How to Get the Most Out of Studying (Dr. Chew)
The post Creating Screencasts (Mac) – 2017 Update #edtech #flipclass appeared first on Physics In Flux.
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Launch Time: 10:37 am
Team Members Present: Jason Stack, Marcus Nicholas and Michael Kennedy were all present for this launch.
Play-by-Play: Initially the rocket was created using the parts listed in the pre-flight briefing. The rocket was launched from Kerbin and angled in order to successfully travel outside of Kerbin's atmosphere. The rocket was then directed into orbit around Kerbin. Kerbin was orbited a few times. The rocket was then returned back to Kerbin by using a maneuver that brought the rocket back into Kerbin's atmosphere. The bottom engines were released, then the second engines, leaving only the pod left. The pod descended to 1,000 meters above Kerbin and then the parachute was deployed. The pod landed safely on Kerbin.
Time-of-Flight: 4 hours and 5 minutes
Summary: Our flight was a great success. We planned to accomplish all initial milestones, including a successful manned orbit and a successful Kerbal EVA. All of these desired milestones were accomplished. Our spaceship and Kerbal manning the ship returned safely to Kerbin after successfully reaching orbit around Kerbin. By reaching a manned orbit around Kerbin, all the initial milestones were accomplished by this launch.
Opportunities / Learnings: Establishing what the launch goals are and designing the rocket accordingly is very important. Failure to do so will result in an inability to accomplish any milestones.
Strategies / Project Timeline: After this accomplishment, our next goal is to reach orbit around the moon and land on the moon.
Milestone Awards Presented:
- Launch to 10 km - $10,000
- Manned launch to 10 km - $20,000
- Manned launch to 50 km - $30,000
- Achieving stable orbit - $40,000
- Achieving stable manned orbit - $50,000
- First Kerbal EVA - $60,000
Available Funds: $257,818
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This week I focused on chapter 5 in Mechanics. This included momentum and impulse, conservation of linear momentum and center of mass.
Areas that went well for me were momentum and impulse and conservation of linear momentum. What helped me to really understand these two topics were first understand the graphs that went along with them. This included Force vs. Time graphs showing the impulse to be the area under it. These graphs gave me a better understanding of what I was solving for when I got to problems.
Center of mass was the topic I had the most difficulty with. However plotting the points on a graph helped me with this as well. The equation Xcm= (m1x1+m2x2).../m1+m2... really helped me understand finding the center of mass of different points. Finding it for other objects such as rods however was still quite challenging.
My major key to success this week was working more with graphs. Once I understood graphs whether it be just plotting point or graphs such as Force vs. Time, they all helped me get a better understanding of the topic I was working on.
Not many people put a whole lot of thought into what their morning cereal is made of. Most people would just assume there's some grain and maybe a little sugar, or a lot of sugar if you're more of a Lucky Charms person than a Raisin Bran person. Nobody would suspect, though, that there would be metal in their Cheerios. Turns out, Cheerios are magnetic. Or are they?
Fill a bowl with water and drop in a couple Cheerios. Take a magnet and hold it just above the Cheerios, the Cheerio will be attracted toward the direction of the magnet. Why is this? If the little cereal ring is magnetic, then there must be metal fragments in it causing the attraction. Now the cereal is all magnetic, and it does contain tiny fragment of iron. This is perfectly reasonable though, as iron is a key nutrient in a human diet. But that's not the whole story,
If you were to try this with objects other than cereal, say a small piece of paper or plastic, it would still seem to be attracted to the magnet as it floated in the water. The "attraction" you see is actually all about water, which is diamagnetic, meaning it generates a magnetic field opposite to that of the magnetic field it is in the presence of. Thus, the water is slightly repelled by the magnet. This causes a slight divot in the water, that the object in the bowl actually falls into, making it appear to follow the magnet. In actuality, it isn't being affected directly by the magnetic field, but by the waters reaction to the magnetic field.
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When a person swings a baseball bat and hit a ball with a wooden bat rather than a aluminum bat, it will generally not travel nearly as far. Why is this? This is a concept of momentum on the baseball field. The biggest reason for the ability for a person to hit a ball further with an aluminum bat is because when they do, they are able to swing the accelerate the bat to higher speeds than if they were to use a wooden bat. Momentum is directly proportional to velocity therefore the faster the swing of the bat the further the ball with travel in most cases.
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In the last decade, the uprise of mobile devices with touchscreens has been prominent, and there are 2 main types of touchscreens. The first, and cheaper style, is known as resistive, which uses 2 separated films that when come in contact they allow current to flow. This is what is used to determine the location of the touch, as wherever the current is flowing is where the user is currently touching. The issue with this system is that it requires physical movement of the plates, meaning it can be triggered by anything pushing it together, also if it's layers are no longer even they can touch if nothing is pushing on them, causing unwanted actions. The solution to these issues is the more complicated design, known as capacitive touch. This uses a system of 4 capacitors on each corner, and when the touch occurs, based on how the capacitance changes, the computer system can determine the position of the touch. This is exceptionally useful for avoiding accidental touches, and for creating a much more durable touch surface. Also, it enables much more precision and ease of use to the user, as they don't have to physically move anything, and so there is less to go wrong. The disadvantage of this is that water and anything else conductive greatly reduces the accuracy and usability of such a touch screen, as it messes with the currents. Thanks to this kind of technology, it is much easier for us to use our mobile devices with ease and precision.
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If a tree falls in the forest, and no one is around to hear it, does it make a sound?
When a ball hits the ground or an axe hits a tree, we can hear a noise signaling this collision. Obviously, sound waves are produced, but where exactly do they come from?
When two objects collide, one of two things can happen: an elastic or inelastic collision. In the case of elastic, no kinetic energy is lost. Inelastic, however, involves a loss of kinetic energy. Where does it go?
Part of it goes to heat, but another part of it causes the sound waves to be produced because they need energy. When two objects collide, the molecules of the object vibrate a little, which in turn vibrates the air molecules, creating a longitudinal wave.
So, if a tree falls, it does make a sound because the laws of physics don't stop just because there isn't a human to watch it.
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