I can hardly believe how far we are into the year so far. Almost a quarter away from the year gone. I like the progress, seeing as last year was excruciatingly long in contrast. For whatever reason why this year is going fast, it may be going too fast. Most of my grades are okay, but if there are anymore final assessments for the year (in every class, not just one), I might be in for some trouble later.
Concerning this class I'm not so concerned as usual. The material is still at its typical difficulty. So with that there isn't much to report. However, something notable that I never really thought about was how expansion is measured to find the temperature. In honesty, besides in an actual thermometer, I've never seem liquid expansion before, so when I saw the ethanol vs water demonstration, my alarms went off at the sight. Sure I know expansion, and I've seen it in solids, maybe gas, but never liquid. So as soon as I understood the concept and linked it to a thermometer, boom! It all made sense. Thinking about this more, I realize this can happen with any substance really, as long as you record the distance measurements with their respective temperature. But now I wonder, how does a digital thermometer work? Well, off to howstuffworks.com...
Meanwhile, I got to mention that I am continuously missing these blogs and twitter posts. Partially, it's my own fault for forgetting, but influencing this was my laptop charger which went into panic mode one day and shut off for a week. I was about ready to send it in for a RMA, but suddenly it works. Without my laptop, I would have to use my old and sluggish project PC, which most of the time I neglected use because of its immobility. The laptop's working now, so hopefully I can be consistent with these posts.
Sunday, October 28, 2012
Monday, October 22, 2012
Week 6
I can hardly remember anything from last week because of all the stuff over the weekend. That's probably the reason why I forgot to get this post up on the web.
Oh right, we are on states of matter.
It doesn't seem like much news to me that there are these three states of matter that have respective levels of energy. I recall learning about this stuff in 4th grade, so for the time being it's been review. Now we're going into some more complex stuff like adding energy into the system and experiencing expansion. That seems a little new so I've been a little more interested in the new stuff.
I actually don't recall observing liquid expansion (except for thermometers) with the addition of energy. So at first I was a little startled to see this. How is that possible? I kept asking myself that until I learned that this expansion occurs at all states of matter, and I realized that we touched the topic of expansion/contraction in elementary school. It's simple. Energy brought into the system expands the material, and I would speculate energy exiting the system causes the contraction process to the initial state. That's pretty cool, this whole idea once you realize that all of this occurs at the molecular level. It can be difficult to think that the countless amount of particles within a material all pitch-in to the process. Pretty intriguing to me.
Concerning assessments, I'm at a stalemate whether or not to re-assess. I normally do, but I keep forgetting and I'm wondering if it will even help. Other than that there are no new updates on that topic with the exception that I am having some trouble with active-grade.
Oh right, we are on states of matter.
It doesn't seem like much news to me that there are these three states of matter that have respective levels of energy. I recall learning about this stuff in 4th grade, so for the time being it's been review. Now we're going into some more complex stuff like adding energy into the system and experiencing expansion. That seems a little new so I've been a little more interested in the new stuff.
I actually don't recall observing liquid expansion (except for thermometers) with the addition of energy. So at first I was a little startled to see this. How is that possible? I kept asking myself that until I learned that this expansion occurs at all states of matter, and I realized that we touched the topic of expansion/contraction in elementary school. It's simple. Energy brought into the system expands the material, and I would speculate energy exiting the system causes the contraction process to the initial state. That's pretty cool, this whole idea once you realize that all of this occurs at the molecular level. It can be difficult to think that the countless amount of particles within a material all pitch-in to the process. Pretty intriguing to me.
Concerning assessments, I'm at a stalemate whether or not to re-assess. I normally do, but I keep forgetting and I'm wondering if it will even help. Other than that there are no new updates on that topic with the exception that I am having some trouble with active-grade.
Monday, October 15, 2012
Week Five
Week 5
First before I begin, I want to thank Mr. Abud for letting me post this late: Thank you!
Alright, well as much as I'd love to start talking about the new things that we've learned, I have to stop and ask, what did we learn this past week? I'm truly at a block about this. Maybe it's because we've been reviewing? If that's true, then obviously I can't provide any commentary about new material as we begin to put a wrap on unit 1.
But now here's some talk about other stuff. Let's start with that density lab. When Mr. Abud first mentioned this, I thought he was joking. I thought this was all some big concept that we would have to plan for as if we would actually go through it. But there it went. It really took off and was a success. The results were really interesting, showing how our densities do contrast in genders, and especially how the densities are very close to that of water. But I guess that part isn't too surprising since they say that our bodies are 90%+ water. Overall I would have to say this was a pretty cool experiment. I've never done anything like this before. I can only imagine how much thought went into this by the teachers, so my applause to them for making it happen. I see that it's that whole experience that we can really learn from rather than simulating an experiment on paper. I think I've covered this before, but this is the best direction to go in; hands-on work and experimentation, which is good especially for people like me that are looking into the research world.
And now we move on to the assessment talk. I can't say that I am disappointed, but I can't say I am satisfied either. What recently doesn't get my approval was how I got to an answer. I remember that the question demanded a slope equation...that part was easy, but then I had to plug something or like that. To get to my answer, I guess I strayed the path a little bit by using some easy elementary fraction-multiplication math to get my answer. It all made sense to me. I knew what the fraction was, what the numbers represented, and how I got to the answer. But apparently we can't do that. I'm not mad about this, but I am a little stumped on how that's not considered a four on the standards based grading. That's my rant (if that was??).
What I can accept responsibility for thoroughly is the extra questions within questions. Often, when I am rushed to other tasks, I speed through, not noticing the embedded questions, like for example if you must find the cm^3 to mL conversion (which is obvious since 1mL=1cm^3), but they twist the track turn and subtract a value real quick. That is my fault though for not looking through this. But I can't help but ponder if it's fair to consider my attempt as a one although I know the material well but I am thrown off by a wild turn in the race.
First before I begin, I want to thank Mr. Abud for letting me post this late: Thank you!
Alright, well as much as I'd love to start talking about the new things that we've learned, I have to stop and ask, what did we learn this past week? I'm truly at a block about this. Maybe it's because we've been reviewing? If that's true, then obviously I can't provide any commentary about new material as we begin to put a wrap on unit 1.
But now here's some talk about other stuff. Let's start with that density lab. When Mr. Abud first mentioned this, I thought he was joking. I thought this was all some big concept that we would have to plan for as if we would actually go through it. But there it went. It really took off and was a success. The results were really interesting, showing how our densities do contrast in genders, and especially how the densities are very close to that of water. But I guess that part isn't too surprising since they say that our bodies are 90%+ water. Overall I would have to say this was a pretty cool experiment. I've never done anything like this before. I can only imagine how much thought went into this by the teachers, so my applause to them for making it happen. I see that it's that whole experience that we can really learn from rather than simulating an experiment on paper. I think I've covered this before, but this is the best direction to go in; hands-on work and experimentation, which is good especially for people like me that are looking into the research world.
And now we move on to the assessment talk. I can't say that I am disappointed, but I can't say I am satisfied either. What recently doesn't get my approval was how I got to an answer. I remember that the question demanded a slope equation...that part was easy, but then I had to plug something or like that. To get to my answer, I guess I strayed the path a little bit by using some easy elementary fraction-multiplication math to get my answer. It all made sense to me. I knew what the fraction was, what the numbers represented, and how I got to the answer. But apparently we can't do that. I'm not mad about this, but I am a little stumped on how that's not considered a four on the standards based grading. That's my rant (if that was??).
What I can accept responsibility for thoroughly is the extra questions within questions. Often, when I am rushed to other tasks, I speed through, not noticing the embedded questions, like for example if you must find the cm^3 to mL conversion (which is obvious since 1mL=1cm^3), but they twist the track turn and subtract a value real quick. That is my fault though for not looking through this. But I can't help but ponder if it's fair to consider my attempt as a one although I know the material well but I am thrown off by a wild turn in the race.
Sunday, October 7, 2012
Week Four
Week Four
Four weeks pass. Things are still going steady. We haven't ran into the super complex stuff, which is great. Like I've said before in recent posts is that I shouldn't expect to see anything major until later...maybe the second quarter for my guess. But this is all good. I'd much rather start off with the basics not just because it's easy, but because I need a foundation for the future material. Since this stuff is been pretty easy so far, there's not much commentary that I can produce about the current subjects.
What I like is the new way of discussing the topics within the class. It's nice to see that we don't need to raise our hands to express our ideas and opinions. That's a good change in the class room setting. I don't think I've seen this in other classes before....I am (and perhaps others are too) so used to waiting for the teacher to control the discussions. I see this as a very vital piece of experience of learning for today's students. We need to be able to discuss topics openly with each other, since in our jobs we won't have some overseer to control us. It's a great way to practice communication and to gain experience for the adult world. While this is all great, I honestly think this is a little too late. How long has this been in effect? In my case, I've been accustomed to waiting for the teacher's instructions. I've never had the will to direct the conversation myself. It's too new and aberrant to my experience. I'm just not used to it. Being schooled for 12+ years with this system, and all of the sudden the chains are released? I think it's too late to preface this concept to most people. This should really begin with the younger students who are just starting their academic careers. That's just something that I've been concerned about, although I do approve this system for everyone.
About assessments, I was really surprised. Experienced with Honors Physics last year, I thought I would get all fours...I knew the material well in my opinion. I couldn't believe the results. I scored just like anyone else, as if I didn't even have the experience. Maybe I was over confident? Not sure about that, but I think my major malfunction was that I wasn't being thorough enough with my detail. Plus I made a few mis-calculations from mechanical error, which doesn't really mean if I know the material or not. I think that's a little unjust if that's considered below the satisfied grade. Maybe I didn't see something? Maybe I plugged in the wrong value? Could it have been that I misjudged? Well, there are re-assessments which are nice and I am already taking advantage of. Last year, I learned the benefits of using the re-assess. I find that it either takes me more time to really know something, or I make the mechanical errors as described above. I learned last year that if I always use this option I know that I can get the grades I deserve. Last year in H.Physics I was getting above an A in 3/4 of the year.
Four weeks pass. Things are still going steady. We haven't ran into the super complex stuff, which is great. Like I've said before in recent posts is that I shouldn't expect to see anything major until later...maybe the second quarter for my guess. But this is all good. I'd much rather start off with the basics not just because it's easy, but because I need a foundation for the future material. Since this stuff is been pretty easy so far, there's not much commentary that I can produce about the current subjects.
What I like is the new way of discussing the topics within the class. It's nice to see that we don't need to raise our hands to express our ideas and opinions. That's a good change in the class room setting. I don't think I've seen this in other classes before....I am (and perhaps others are too) so used to waiting for the teacher to control the discussions. I see this as a very vital piece of experience of learning for today's students. We need to be able to discuss topics openly with each other, since in our jobs we won't have some overseer to control us. It's a great way to practice communication and to gain experience for the adult world. While this is all great, I honestly think this is a little too late. How long has this been in effect? In my case, I've been accustomed to waiting for the teacher's instructions. I've never had the will to direct the conversation myself. It's too new and aberrant to my experience. I'm just not used to it. Being schooled for 12+ years with this system, and all of the sudden the chains are released? I think it's too late to preface this concept to most people. This should really begin with the younger students who are just starting their academic careers. That's just something that I've been concerned about, although I do approve this system for everyone.
About assessments, I was really surprised. Experienced with Honors Physics last year, I thought I would get all fours...I knew the material well in my opinion. I couldn't believe the results. I scored just like anyone else, as if I didn't even have the experience. Maybe I was over confident? Not sure about that, but I think my major malfunction was that I wasn't being thorough enough with my detail. Plus I made a few mis-calculations from mechanical error, which doesn't really mean if I know the material or not. I think that's a little unjust if that's considered below the satisfied grade. Maybe I didn't see something? Maybe I plugged in the wrong value? Could it have been that I misjudged? Well, there are re-assessments which are nice and I am already taking advantage of. Last year, I learned the benefits of using the re-assess. I find that it either takes me more time to really know something, or I make the mechanical errors as described above. I learned last year that if I always use this option I know that I can get the grades I deserve. Last year in H.Physics I was getting above an A in 3/4 of the year.
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