P-dog's blog: boring but important

Found physics: Fountain, 11th and Pine St., Paso Robles, CA

2009-07-14T11:54:00.001-07:00

20090711235
http://www.flickr.com/photos/waiferx/3714577805/
Originally uploaded by Waifer X

"Everything In And Around Us Is Made Of Energy Vibrating At Different Speeds." Fountain, 11th and Pine St., Paso Robles, CA.

20090711236
http://www.flickr.com/photos/waiferx/3714600261/
Originally uploaded by Waifer X

"Positive Thoughts Attract Positive Results." Fountain, 11th and Pine St., Paso Robles, CA.

20090711238
http://www.flickr.com/photos/waiferx/3714622809/
Originally uploaded by Waifer X

"The Universe Is Abundant. STARGAZE." Fountain, 11th and Pine St., Paso Robles, CA.

Photos taken by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len with a Nokia e71 smartphone.

Sketchbook: Shredding Waifer, Watching Fray

2009-07-12T00:05:00.000-07:00

090708-sketchbook
http://www.flickr.com/photos/waiferx/3701859691/
Originally uploaded by Waifer X

Waifer X Industries, Inc. cartoon characters Waifer X and Fray Ormandy (with the Flower of Misfortune), from the 1997-2002 webcomic "Did you know? by NK Particle" (cf. http://waiferx.com/Cartoons/archivewindow.html). (c) 2009 Patrick M. Len.

Sketchbook: Fray Ormandy, Waifer X walking

2009-07-11T00:05:00.000-07:00

090707-sketchbook
http://www.flickr.com/photos/waiferx/3698835597/
Originally uploaded by Waifer X

Waifer X Industries, Inc. cartoon characters Fray Ormandy and Waifer X (with Blobby Booh bouncing off of Fray's hand), from the 1997-2002 webcomic "Did you know? by NK Particle" (cf. http://waiferx.com/Cartoons/archivewindow.html). (c) 2009 Patrick M. Len.

Education research: post- feedback on think-(pair)-share attitudes (Astronomy 210, Cuesta College, Spring Semester 2009)

2009-07-10T00:05:00.000-07:00

Cuesta College students taking Astronomy 210 (introductory astronomy) at Cuesta College, San Luis Obispo, CA used clickers (Classroom Performance System, einstruction.com) to engage in peer-interaction ("think-(pair)-share") discussion questions during lecture.

During the last month of instruction, after taking their second and last midterm, students were given the opportunity to evaluate the use of clickers in implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by SurveyMonkey.com.

These are the complete survey results. Analysis will be forthcoming after more data has been compiled from future semesters. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Astronomy 210 Spring Semester 2009 sections 30674, 30676
(N = 46)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.  Answer the following statements which may or may not describe
your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               3 : ***
3. Neutral                5 : *****
4. Agree                 18 : ******************  [4.2 +/- 0.9]
5. Strongly agree        18 : ******************
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              12 : ************
3. Neutral               16 : ****************  [3.2 +/- 0.9]
4. Agree                 11 : ***********
5. Strongly agree         4 : ****

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              15 : ***************
3. Neutral               17 : *****************  [3.0 +/- 0.9]
4. Agree                  7 : *******
5. Strongly agree         4 : ****

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"I think this is a great learning tool. If I explain my answer and help another student understand why, it deepens my own understanding of the concept. Sometimes I have the answer wrong, and appreciate it when another student can explain why their answer is correct. It also encourages us to be prepared for the class."

"I would feel better if and when the class does poorly on a clicker question that the instructor explain it instead of other students. When other students tend to explain their answer they are convincing others, most of the time, of the wrong answer."

"I think it is a good concept, but in many cases the information has not been fully comprehended by the students, hence if the material isn't understood by the majority of the class, a lot of wrong answers are reciprocating around."

"I like the use of clickers but I think after we think and share with each other that it should still be reexplained if we have not answered it correctly at that time. I also think that we should not do clicker questions until we learn the material otherwise we are just getting and wasting time."

"i think it would actually be helpful to have more clicker questions. i generally tend to remember those answers much better for tests and quizzes."

"For me, think-pair-share only confuses me. If i am uncertain of an answer, id rather have the teacher explain then someone who kinda understands. Usually this only makes me more confused. Most of the time i feel like myself and other students pick an answer just to pick it, not because we understand it. I would rather have the teacher explain confusing answers than my classmates."

"Redoin the clicker questions when the majority of the class is wrong doesn't allow me to understand the material. It shows that the class doesn't understand the material but doesn't clarify why the don't understand it."

"I'm alright with it."

"I really like think-pair-share because sometimes an explanation comes better from another student rather than the book, or some other scientific source."

"I like this class"

"This is the first course I have taken that uses the clickers and I must say that I really enjoy them. It helps me stay on task and remain engaged in the lecture. I also like that I get credit for it, easy points are always a good thing. :)"

"I thought midterm two was easier to comprehend than midterm one."

"I strongly believe that grouping people together by force in a class is extremely unfair. I go to school for myself, I pay for it myself, and I learn for myself. Therefore my grade should be reflected by my individual effort and not by an assigned group. Clickers are fine but being forced to work with others is not OK."

"Love the clickers but would rather get instruction from the instructor rather than ask an equally clueless classmate."

"I love think-pair-share! Forces me to actually consider the question instead of dozing off into space."

"I think it would be nicer if we had more clicker questions and more time to review the answers for a better understanding of the topic."

"the clicker questions make the class more interesting and for a 2.5-3 hour long class it makes a difference. As for the mid-term I was NOT prepared for the multiple choice questions which is my fault, but I feel that my short answer questions where solid and well answered. my favorite question was the one asking to explain how viewing the stars is like looking into the past."

"Think-pair-share clicker use is very beneficial to my greater understanding of the topics in class. I wish all my classes could incorporate clickers. Thank you Dr. Len for choosing to use the think-pair-share clickers."

"Additional help is definitely helpful because I struggle with the material. It's hard because we go relatively fast, & I'm still struggling to make the inferences necessary to do well in the class. The only thing keeping me afloat is your blog...not because they tell me the answer (don't get me wrong-it helps) but because there's a plain explanation for the answer that helps me tremendously."

"I feel that it would be more helpful if P-dog explained the material, rather than leaving us to figure it out. Frequently, most people don't understand the material, and spend the time given to make un-educated guesses..."

Education research: pre- and post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Fall Semester 2008)

Education research: post- feedback on think-(pair)-share attitudes (Astronomy 210, Cuesta College, Fall Semester 2008)

Education research: post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Spring Semester 2009)

Education research: post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Spring Semester 2009)

2009-07-09T00:05:00.000-07:00

Cuesta College students taking Physics 205A (college physics, algebra-based, mandatory adjunct laboratory) at Cuesta College, San Luis Obispo, CA used clickers (Classroom Performance System, einstruction.com) to engage in peer-interaction ("think-(pair)-share") discussion questions during lecture.

During the last month of instruction, after taking their second and last midterm, students were given the opportunity to evaluate the use of clickers in implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by SurveyMonkey.com.

These are the complete survey results. Analysis will be forthcoming after more data has been compiled from future semesters. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Physics 205A Spring Semester 2009 sections 30880, 30881
(N = 34)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.  Answer the following statements which may or may not describe
your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                3 : ***
4. Agree                 14 : **************  [4.3 +/- 0.8]
5. Strongly agree        15 : ***************
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               15 : ***************  [3.4 +/- 0.9]
4. Agree                  9 : **********
5. Strongly agree         4 : ****

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              11 : ***********
3. Neutral               14 : **************  [2.7 +/- 0.6]
4. Agree                  3 : ***
5. Strongly agree         0 : 

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"i love useing the clickers in class. i like trying to defend my answer when we talk with other class mates."

"I think that the Think-Pair-Share system works great because you get to answer the questions during class to the best of your knowledge and then get to see if you are correct. The answers are most of the time explained so it is not just for fun, you actually learn from not only the instructor but your peers as well. This is the first time I have used it and I think it works well."

"I think this is a great way for the students to interact during class. It also helps students sort through problems that their having trouble with."

"I think that the clickers are a great way to participate in class and good tool for talking out concepts with other students."

"Clicker did not help me learn much. I wish you lectured more than you asked clicker questions. Mr. Len, this class has been hard for me because, I needed more explanations in class. Because I didn't understand the material in class, I felt like I been teaching Physics to myself. I also felt like the clicker questions were reaching out only for those who have Physics background but, not for those who are taking it for the first time. This been the hardest semester for me. For the future I recommend that you lecture more (do more example problems) and ask less clicker questions. People who are taking Physics for the first time are feeling lost because, they (I) feel like they (I) have to see problems worked out on the board instead of guessing for the right answer. With respect,
__________"

"i think thats a really good idea"

"I think that the think-pair-share clicker use is very helpful in this class."

"The material can be very difficult so its nice to receive easy participation points while thinking through problems without feeling like if you don't get them right you will lose points."

"I like using the clickers in class. Hardest thing for me is to get these concepts right away. Being my first Physics course it usually takes me reading through the material a few times to really understand the concepts so I feel sometimes I do not get a lot out of the clicker questions until someone explains things to me (and sometimes even then I don't get it). Overall I like using the clickers, it ensures that you listen and focus in class and keeps us involved so we don't get bored."

"Good Stuff"

"Since I am a returning student after 5 years out of school, I have an interesting perspective. I never experienced this type of learning the first time I was here at Cuesta. I feel the clickers and the think-pair-share concept are exceptional learning "tools" and give them both two thumbs up!!!"

"The Mid term was not that bad, the last question was hard. but you warned us. All in all totally fair."

Education research: pre- and post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Fall Semester 2008)

Education research: post- feedback on think-(pair)-share attitudes (Astronomy 210, Cuesta College, Fall Semester 2008)

Education research: post- feedback on think-(pair)-share attitudes (Astronomy 210, Cuesta College, Fall Semester 2008)

2009-07-08T00:05:00.000-07:00

Cuesta College students taking Astronomy 210 (introductory astronomy) at Cuesta
College, San Luis Obispo, CA used clickers (Classroom Performance System, href="http://www.einstruction.com/">einstruction.com) to engage in
peer-interaction ("think-(pair)-share") discussion questions during lecture.

During the last month of instruction, after taking their second and last
midterm, students were given the opportunity to evaluate the use of clickers in
implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by
SurveyMonkey.com.

These are the complete survey results. Analysis will be forthcoming after more
data has been compiled from future semesters. Values for the mean and standard
deviations are given next to the modal response category for each question.

Cuesta College
Astronomy 210 Fall Semester 2008 sections 70158, 70160
(N = 41)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.    Answer the following statements which may or may not
describe your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                9 : *********
4. Agree                 18 : ******************  [4.1 +/- 0.7]
5. Strongly agree        13 : *************
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              13 : *************
3. Neutral               20 : ********************  [2.9 +/- 0.8]
4. Agree                  7 : *******
5. Strongly agree         1 : *

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              11 : ***********
3. Neutral               16 : ****************  [3.1 +/- 0.9]
4. Agree                  7 : *******
5. Strongly agree         3 : ***

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"It's frustrating to have to sit and "discuss" in think-pair-share when everyone around you has no idea what the answer is. If it is obvious that a class is confused by a wide range of answers on a question, then I think it goes without saying we have no idea what the answer is and we're guessing. I definitly felt that on this midterm I did fairly well on the multiple choice questions, but when it came to the last two essay questions I was completly lost. I have only missed one class this entire semester, I do the reading, I study for the tests and the quizzes I honestly feel that some things are not covered well in class to a point where I can fully comprehend the concepts. The clicker questions help a lot, in fact if we didn't do a clicker question about a subject I probably know less about that subject than if we had done one. This tool should be used for everything that is placed on tests, but I do not like having to "discuss" with my peers. Discussing with classmates is a great idea, if you have students who actually understand the question and have a solid reason for their answer and are willing to explain it to other students. But if everybody has different answers or it seems like many people are guessing dicussion becomes a waste of time in class, that is when the teacher needs to step-it-up, explain the concept again, maybe from a different angle, then do another clicker question to see if there is any improvement.

"Monster energy drinks highly contribute to my efficiency in class."

"Probably one of the best methods of learning I've encountered."

"I find that the people I ask say they guessed the answer or they have no idea, so a lot of the time I feel like I'm not learning anything."

"it is a good way to test the students to see how they are doing."

"teacher should explain answers better."

"I think it is helpfull, however I think the majoraty of the class usually guesses the "correct" answer so when we think-pair-share, nobody really knows what to say-- except for a select few. Everyone agrees to disagree sort of speak."

"I think it would be better if you would explain the answer to us when all of the answers are different"

"Its a good way to become involved rather than just taking notes the whole time."

"I like the concept of think-pair-share, i just wish that sometimes we could go over the answers in more detail, so we could comprehend and grasp. When we do do that i feel like it sticks more, which obviously becomes beneficial for us. Other than that, it's all good."

"Using the clickers is Quack-tastic!!!!"

"it is a-maz-za-zing"

"Think-pair-share is nice, because it encourages students to think to choose an answer. Because of think-pair-share, I can understand more about the subject usually, not just know or remember the answer. Overalll, Think-pair-share is a great system."

"I can appreciate the think-pair-share system of learning, but after the 2nd discussion I would suggest an explanation from the teacher to help those who don't fully comprehend."

"I like it, but most people don't get out of their seats. You should make everyone get up and move not be ok with them sitting their."

"the last two questions [on Midterm 2] were tough. not ridiculous, but just tough."

"I like think, pair, and share because it gives us (as a class) the opportunity to "think out loud", and to teach our thoughts to one another."

"I think its a great system and it can help a lot to talk to a peer as opposed to listening to the same person talk for 3 hours. It's a nice change."

"I like having the clicker questions but sometimes I feel that we are focused on just choosing the right answer rather than thoroughly understanding the concepts."

"Think-pair share clicker use in this class is very effective. Usually my class mates are able to inform me of a different way to look at the question. Most of the time i change my answer after the think-pair share time."

"I think it's interesting to hear why other people put a different answer than I did. It has given me a lot of help when I was confused. In general, it's cool to talk about the questions with other people around me, but not so cool when they are just as confused as I am!"

"I think the think pair share clickers are a very creative way for students to get involved and have fun in their class, while learning as well."

"One of me answers [on Midterm 2] with teh stars are switched ....ah"

Education research: pre- and post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Fall Semester 2008)

Education research: pre- and post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Fall Semester 2008)

2009-07-07T00:05:00.000-07:00

Cuesta College students taking Physics 205A (college physics, algebra-based, mandatory adjunct laboratory) at Cuesta College, San Luis Obispo, CA used clickers (Classroom Performance System, einstruction.com) to engage in peer-interaction ("think-(pair)-share") discussion questions during lecture.

During the second month of instruction, after taking their first (of two) midterms, students were given the opportunity to evaluate the preliminary use of clickers in implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by SurveyMonkey.com.

These are the complete survey results. Analysis will be forthcoming after more data has been compiled from future semesters. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Physics 205A Fall Semester 2008 sections 70854, 70855
(N = 23)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.  Answer the following statements which may or may not describe
your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral                5 : *****
4. Agree                  6 : ******  [3.7 +/- 1.1]
5. Strongly agree         6 : ******
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree               7 : *******  [3.3 +/- 1.1]
3. Neutral                6 : ******
4. Agree                  5 : *****
5. Strongly agree         4 : ****

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree               9 : *********  [2.9 +/- 0.8]
3. Neutral                7 : *******
4. Agree                  6 : ******
5. Strongly agree         0 : 

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"I think that it is a good method however I feel that key concepts are not always explained fully due to some of my classmates not understanding the material, myself included. This makes class time sometimes feel pointless and confusing."

"I dont like think-pair-share that much"

"fun"

"It can be helpful, but it takes up class time that may be better used going over more sample problems. Other student's explanations will oftentimes not be as helpful or correct as the teacher's."

"I think that sometimes we just end up spreading wrong ideas amongst ourselves when what we really need is a stronger lecture component so we have something more solid to base our responses on rather than pretty much a couple people who actually know what they are talking about try and convince the rest of the class which is usually lost anyways."

"Sometimes Think-pair-share questions are too hard where such a small percentage of the class knows that it is pointless to ask someone around you bc chances are they didnt know. I like clicker questions but sometimes they just need to be explained to the class esp. on difficult questions."

"I was a skeptic but don't find it as bothersome as I thought. My only concern is that we sometimes waste valuable lecture time having two or three confused people trying to convince the others.... There is no equal distribution of "smart" people within the seating arrangement...therefore there is no guarantee of the effeectiveness of share and pair and I suspect the satisfaction with this teaching method varies widely for this reason."

"I still don't feel I get much out of this method, it'd be one thing to discuss this with the instructor but discussing with other students is flawed because another student could be completely wrong in their reasoning and cause more confusion than create clarity. As far as the test goes I didn't feel like I had enough time to even think about the problems on it much less complete them."

"I like the use of the clicker, but I am not very much for the pair and share part. But that is because I like to do things on my own."

"At first I was more opposed to the clickers, but now I feel that they aren't so bad. It took some getting used to, but it makes the lectures more interactive."

During the last month of instruction, after taking their second and last midterm, students were given the opportunity to evaluate the use of clickers in implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by SurveyMonkey.com.

Note that the attitudes towards think-pair-share for questions II.1 and II.2 improved over the course of this semester. (In subsequent semesters during the 2008-2009 academic year, this assessment was only asked after the second and last midterm, so this is the only set of pre- and post-test results for think-pair-share attitudes.)

Cuesta College
Physics 205A Fall Semester 2008 sections 70854, 70855
(N = 25)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.  Answer the following statements which may or may not describe
your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               3 : ***
3. Neutral                1 : *
4. Agree                  9 : *********
5. Strongly agree        10 : **********  [4.1 +/- 1.0]
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree               7 : *******
3. Neutral                9 : *********  [3.0 +/- 0.9]
4. Agree                  6 : ******
5. Strongly agree         1 : *

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              14 : **************  [2.5 +/- 0.8]
3. Neutral                4 : ****
4. Agree                  4 : ****
5. Strongly agree         0 : 

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"I believe some of the questions on the midterm where a little bit obscure and came out of the dark which surprised a lot of students. Several of the short answer question where not like we had practiced or gone over in class."

"I do not think that the think-pair-share method helps at all. When the students don't understand the first time asked, then the professor should explain the topic better so everyone does understand. Most everyone just looks at which answer was most popular and chooses that one, then the professor likes the results and movees on oblivious that nobody learned a single thing.

"We haven't really been using think pair share that much recently. I like it better when p-dog just teaches us the material rather than us trying to teach each other."

"I really enjoy using the clickers. The fact that you are answering anonymously prevents people from being singled out if they have the wrong answer. Being able to discuss answers with other students if it is not clear has been very helpful."

"I think it is a great tool. One of the best ways to learn is teach and discuss it with other students, so this helps a lot. Could be done a little more often though. One downside might be that some students might not use this time to their advantage, and not pay attention, and just go with the answer with the most votes, but that's their fault."

"they are good"

"I enjoy being able to use clickers to get credit for attendence and HW. But pairing and sharing with my neighbor is seldom helpful. More often than not we are both uncertain about the answer and neigher one of us is able to strongly convince or influence the other. Time spent in lecture is more valuable. Just my opinion."

"I now remember my reasoning on the blood pressure question, but a lot of good that does me now. Your midterms are very fair, and well put together, with all the information you want to cover. Thanks."

Coronado Personal Solar Telescope

2009-07-06T00:05:00.000-07:00

Trial set-up of a new Cuesta College North County campus Coronado Personal Solar Telescope, Paso Robles, CA. (No solar prominences that day, due to the Solar Quietus of 2008-2009.) Photos by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

090629-1100128
http://www.flickr.com/photos/waiferx/3676605334/
Originally uploaded by Waifer X

Close-up of the Coronado PST badge.

090629-1100129
http://www.flickr.com/photos/waiferx/3676621650/
Originally uploaded by Waifer X

The primary lens.

090629-1100131
http://www.flickr.com/photos/waiferx/3676640434/
Originally uploaded by Waifer X

Sun centered in the finder scope.

Astronomy in the marketplace: (Pontiac) Solstice vs. (Chevrolet) Equinox

2009-07-05T00:05:00.000-07:00

20090503 Solstice/Equinox
http://www.flickr.com/photos/waiferx/3596487403/
Originally uploaded by Waifer X

Pontiac Solstice coupe, Chevrolet Equinox sports utility vehicle badges. Photos by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Found physics: Kepler's first law

2009-07-04T00:05:00.000-07:00

090629-1100126
http://www.flickr.com/photos/waiferx/3673336702/
Originally uploaded by Waifer X

Construction of an ellipse using pencil, string, and two thumbtacks, demonstrating Kepler's first law of planetary motion, where the Sun would be located at one of the thumbtacks (i.e., at one of the two foci). Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Astronomy in the marketplace: Mitsubishi Eclipse

2009-07-03T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3669169414/
Originally uploaded by Waifer X

Mitsubishi Eclipse bumper badge. Photo taken with Nokia e71 smartphone.

Astronomy in the marketplace: beer for the uncommon occurence?

2009-07-02T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3669168882/
Originally uploaded by Waifer X

Blue Moon beer carton, BevMo!, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len, with a Nokia e71 smartphone.

Astronomy in the marketplace: "seasonal" beer

2009-07-01T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3668360219/
Originally uploaded by Waifer X

Summer Solstice Cerveza Crema bottle, BevMo!, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len, with a Nokia e71 smartphone.

Astronomy in the marketplace: star party beer!

2009-06-30T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3668359867/
Originally uploaded by Waifer X

Stargazer India Pale Ale bottle, BevMo!, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len, with a Nokia e71 smartphone.

Astronomy in the marketplace: Rare Earth hypothesis?

2009-06-29T14:59:00.000-07:00

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http://www.flickr.com/photos/waiferx/3668358953/
Originally uploaded by Waifer X

Rare Earth cabernet sauvignon wine bottle, BevMo!, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len, with a Nokia e71 smartphone.

Non sequitur: bee!

2009-06-28T11:49:00.000-07:00

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http://www.flickr.com/photos/waiferx/3668307249/
Originally uploaded by Waifer X

Bee! Green Acres Lavender Farm, Atascadero, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len, with a Nokia e71 smartphone.

Physics bon mots: success and failure

2009-06-26T10:43:00.001-07:00

"One essential to success is that your desire be an all-obsessing one, your thoughts and aims be co-ordinated, and your energy be concentrated and applied without letup."
--Claude M. Bristol

"If the day and the night are such that you greet them with with joy, and life emits a fragrance like flowers and sweet-scented herbs, more elastic, more starry, more immortal--that is your success."
--Henry David Thoreau

"Many of life's failures are experienced by people who did not realize how close they were to success when they gave up."
--Thomas Edison

"Success is the ability to go from one failure to another with no loss of enthusiasm."
--Sir Winston Churchill

"Failure is the condiment that gives success its flavor."
--Truman Capote

"The toughest thing about success is that you've got to keep on being a success."
--Irving Berlin

"Success is the point of self-deception. Failure is the point of self-knowledge."
--Graham Greene

"I am a success today because I had a friend who believed in me, and I didn't have the heart to let him down."
--Abraham Lincoln

"Failure is not the only punishment for laziness; there is also the success of other."
--Jules Renard

"If there is any great secret of success in life, it lies in the ability to put yourself in the other's place and to see things from his point of view--as well as your own."
--Henry Ford

"In most things success depends on knowing how long it takes to succeed."
--Charles Louis de Montesquieu

"Success is more permanent when you achieve it without destroying your principles."
--Walter Cronkite

"Success requires first expending ten units of effort to produce one unit of results. Your momentum will then produce ten units of results with each unit of effort."
--Givens, Charles J.

"Success isn't permanent and failure isn't fatal."
--Mike Ditka

"Success is a lousy teacher. It seduces smart people into thinking they can't lose."
--Bill Gates

"I cannot give you the formula for success, but I can give you the formula for failure--which is: Try to please everybody."
--Herbert Bayard Swope

"Failure is not the only punishment for laziness; there is also the success of others."
--Jules Renard

"Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes."
--John Dewey

"Success is to be measured not so much by the position that one has reached in life as by theh obstacles which he has overcome while trying to succeed."
--Booker T. Washington

"One does not get anywhere simply by going over the success again and again, whereas by talking over the difficulties people can hope to make some progress."
--P. A. M. Dirac

"In order to succeed, your desire for success should be greater than your fear of failure."
--Bill Cosby

"As long as an experiment yields data, it's a success."
--Adam Savage

"If at first you don't succeed, destroy all evidence that you tried."
--Steven Wright

"It is possible to fail in many ways, while to succeed is possible only in one way."
--Aristotle

"Fail again. Fail better."
--Samuel Beckett

"Let us be thankful for the fools. But for them the rest of us could not succeed."
--Mark Twain

"If you want to succeed, double your failure rate."
--Thomas Watson, founder of IBM

"If at first you don't succeed, failure may be your style."
--Quentin Crisp

"At first you don't succeed, try, try again. Then quit. There's no point in being a damn fool about it."
--W.C. Fields

"If at first you don't succeed, remove all evidence that you have ever tried."
--Ricky Gervais

"It is better to fail in originality than to succeed in imitation."
--Herman Melville

"I've missed more than 9,000 shots in my career. I've lost almost 300 games. Twenty-six times, I've been trusted to take the game winning shot and missed. I've failed over and over and over again in my life. And that is why I succeed."
--Michael Jordan

"Ninety-nine percent of failures come from people who have the habit of making excuses."
--George Washington Carver

"Failure is unimportant. It takes courage to make a fool of yourself."
--Charlie Chaplin

"When ideas fail, words come in very handy."
--Johann Wolfgang von Goethe

"This thing we call 'failure' is not the falling down, but the staying down."
--Mary Pickford

"Failure is only the opportunity to begin again more intelligently."
--Henry Ford

"There are two kinds of failure: those who thought and never did, and those who did and never thought."
--Laurence J. Peter

"The big failures aren't data failures; they aren't issues of 'We don't know.' They're issues of 'We don't want to make the effort to be rigorous.'"
--Dan diBartolomeo

"It is common sense to take a method and try it. If it fails, admit it frankly and try another. But above all, try something."
--Franklin Delano Roosevelt

"It is not enough to succeed, others must fail."
--Francois De La Rochefoucauld

"The surest way to fail is not to determine to succeed."
--Richard Brinsley Sheridan

Found physics: thermal volume expansion

2009-06-25T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3656904465/
Originally uploaded by Waifer X

Volume expansion disclaimer, Costco fuel pump, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Found physics: accelerating carbonation bubbles

2009-06-24T10:23:00.000-07:00

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http://www.flickr.com/photos/waiferx/3656904227/
Originally uploaded by Waifer X

Rising carbonation bubbles in Wider's pear cider, Black Sheep Bar & Grill, San Luis Obispo, CA. Assuming that bubbles are forming and being released at regular time intervals at nucleation sites, increasing space between bubbles indicates acceleration (due to the bouyant force and Newtonian fluid forces, etc.). Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Education research: student flashcard responses

2009-06-21T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3585909451/
Originally uploaded by Waifer X

Astronomy 210 students at Cuesta College using flashcards in a peer instruction ("think-pair-share") interactive learning environment. Instructor sees feedback from student responses to a multiple-choice question; if responses are only 30%-70% correct, then students are given "about a minute" to explain to a neighboring student why they chose their response, before responding with flashcards again. Sample instructor dialog is discussed in a previous post. Video by Cuesta College Physical Sciences division instructor Dr. Patrick M. Len.

Links to the full-size front and backs of these cards (to be folded over by the students and held under their chin to respond) are posted below:

Infrared and ultraviolet light, made visible

2009-06-20T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3577304878/
Originally uploaded by Waifer X

Flickering infrared beam from DVD remote, while not visible to the naked eye, is detectable with a charged-coupled device (CCD) found in digital cameras. Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

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http://www.flickr.com/photos/waiferx/3577276128/
Originally uploaded by Waifer X

"Invisible" ink puzzle on the back of a Milky Way bar Star Wars promotional package, normally not visible to the naked eye, but made visible when illuminated by an ultraviolet lamp, causing the ink to fluoresce in the visible spectrum. Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

TireWriter(TM): spiral arm formation model

2009-06-19T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3567609008/
Originally uploaded by Waifer X

TireWriter(TM), from Schwinn, demonstrating how density waves create the spiral arm structure of the Milky Way. Massive main-sequence stars are luminous and short-lived, and thus are only seen where their formation is triggered. Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Cuesta College star parties (San Luis Obispo campus, North County campus)

2009-06-18T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3567637614/
Originally uploaded by Waifer X

Waxing crescent Moon, taken with a Nokia e71 smartphone through the 14" reflector at the Bowen Obsevatory atop the Building 2400 Science Forum, on campus at Cuesta College, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

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http://www.flickr.com/photos/waiferx/3567639114/
Originally uploaded by Waifer X

Waxing crescent Moon, taken with a handheld Panasonic Lumix DMC-LZ8 through a 10" Newtonian reflector at a Cuesta College North County Campus star party, Paso Robles, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

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http://www.flickr.com/photos/waiferx/3567641398/
Originally uploaded by Waifer X

Cuesta College Physical Sciences division instructor Dr. Patrick M. Len (L), and Astronomy 210L students and guests from both North County and San Luis Obispo campuses during the end-of-semester North County campus star party.

Central Coast Astronomical Society meeting: Cal Poly meteorite collection

2009-06-17T00:05:00.000-07:00

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http://www.flickr.com/photos/waiferx/3566822715/
Originally uploaded by Waifer X

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http://www.flickr.com/photos/waiferx/3567636770/
Originally uploaded by Waifer X

California Polytechnic State University Physics Department professor Dr. John Keller gives a presentation on meteorite (and meteorwrong) samples at a monthly Central Coast Astronomical Society meeting held on campus at Cuesta College, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

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http://www.flickr.com/photos/waiferx/3586244186/
Originally uploaded by Waifer X

Acid-etched iron meteorite slice, revealing the characteristic Widmanstatten pattern, indicative of slow cooling and crystallization within the iron-nickel cores of larger asteroids. Note the "vug" inclusion on the middle left of the slice. From the California Polytechnic State University Physics Department meteorite collection, presented at the April 2009 meeting of the Central Coast Astronomical Society. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Kudos: physics is awesome like that!

2009-06-16T00:05:00.000-07:00

"Physics is awesome like that!" by Student 4974
Physics 205A
May 2009
Cuesta College, San Luis Obispo, CA

The teapot mentioned here is reference to a Physics 205A final exam problem.