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"Whatever can go wrong, will go wrong" Murphy's Law seemed to hold true recently, at least in the Bansbach household. This weekend certain appliances seemed to be shutting off randomly, and under further investigation my dad found out that we blew a circuit breaker. Not only had it stopped working, but it got so hot from the resistance that it started to melt. SO, a circuit breaker is meant to shut off your power if the system is overloaded. Your power is shut off when the excess current and the resultant heat from the resistance deforms two pieces of metal in the breaker which start to "pull the trigger", when bent enough the trigger snaps two contact points apart, breaking the circuit (imagine that). So the overload from too many appliances being on would have tripped the breaker, but there was a faulty ground wire, so the high current had no where to be grounded to so the plastic started to mel


P.S. something also went wrong with my mom's car's engine, it was stalling so we had to take it in to get fixed, and now we have a loaner car. So if you see me scootin' around in a big black chevy silverado, that's why.




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


Wow, look at me, senior year in the supposed "hardest class in the school", I'm supposed to be the "best of the best", the "smart kid". Well maybe, that is a nice title, but I don't think so - I'm the same as everyone else, except at one point I missed the memo that school is hard. I never really noticed when it was that I started enjoying math and science, guess I just had nothing better to do. And those things are definitely my strong suit, but that's kinda boring to talk about. Other things I like to do are sports, I really like being active and getting out. I "run" track (I do pole vaulting - not that much running involved) and recently I've joined cross country (lots of running involved). I'm a boyscout and I enjoy going camping on a regular basis. Boyscouts is really awesome despite what most people think, you get to hang out with your friends and learn some pretty cool stuff, yeah tying knots, but also important life skills. I myself feel more independent and outgoing, and I have seen shy and quiet kids turn into great people because of scouting. Also we go camping which is fun.

Why I'm taking physics is not much different from the reason I run, I think It's fun I'm crazy I'd be bored without it I'm crazy. That and I really like pushing myself to see if I have a limit. From this year I would really like to see just how difficult physics can get, because last year was hard, but I think I managed to get by with minimal effort while still keeping up with the rest of my life. This year I am really excited to try something new, no idea yet what it will be, any suggestions? Even though I am looking for more to do, I am already really busy, with school, sports, boyscouts, work, I am all over the place, and I am worried it might be too much, but oh well, I'll manage.

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