It’s kind of scary to sit in the lectures and each week there are less people around. It’s also important for professors to take the time to invent original problems for their students for which no prerecorded answers exist – but in the end, if the student doesn’t have the motivation, all the teachers in the world won’t be able to help her make any real progress. Emergence, The Biggest Ideas in the Universe | 20.
And would cheat on my papers in the rest. I think this website seems like a good resource for students. (Generally I assign more than average, and then grade fairly leniently.) 2) As a former graduate student, I hated grading papers, and found it useless. Not sure if any of you remember or not, but there was a book or solutions for physics graduate study entrance exam from Chicago. I’m all in favor of assigning useful homework, and then providing feedback. The solutions were so elegant and beautiful that it was a sheer joy to explore that book.
I’m all in favor of assigning useful homework, and then providing feedback. When I was teaching, I would spend more time on doing the solutions of the quiz or exam problems in the class. Again, I think I learned more from that book then I did from any Quantum Mechanics text book. whether from the student’s recollection, or their notes or a textbook, or by paying to see a solution at cramster.com, the very effort of having to retrieve and write/type the answer explicitly would impress it on the student’s mind and, one hopes, with all questions collectively, on their understanding. The idea behind this is that however the solutions are obtained, i.e. I had the pleasure of being taught by Dr. Donald Clayton (yes the one that wrote “Principles of Stellar Evolution and Nucleosynthesis”). But if they don’t want to do it, that’s their choice. And if one doesn’t like the existing tests, why not devise new ones? However, when I took the physics GRE, I did poorly. But I still think I’m better prepared for grad school and a career in physics as a thinking physics student, rather than a trained monkey. In my calculus class in high school, we were given a set of basic tools — this type of integral, that type of integral — and told to apply it several times, each with different numbers. Chapter+2+-+Covalent+Bonding+and+Shapes+of+Molecules+-+FINAL, University of Alabama, Birmingham • CH 235, University of California, Irvine • CHEM 1C. About the AWWA Established in 1881, the American Water Works Association is the largest nonprofit, scientific and educational association dedicated to managing and treating water, the world’s most important resource. Coming back to Cramster, more power to sites like these and the fact that a student is seeking to find the right answer is good enough for me. This exam will occur on December 21 stfrom 2: Chapter 8 in Carroll and Ostlie Chapter 8: There will be two in-class exams during the semester, and the final exam. I too, agree that grades are very trivial and provide little insight for those “rewards” that appear in every persons life path (grad school, scholarships, top jobs).
(Generally I assign more than average, and then grade fairly leniently.) There is a set of rewards — like good jobs and/or grad-school admissions — that we base on grades, and they should go to the most deserving students. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17, 2.18, Chapter 3 - The Continuous Spectrum of Light, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16, 3.17, 3.18, 3.19, Chapter 4 - The Theory of Special Relativity, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.10, 4.11, 4.14, 4.15, 4.16, 4.17, 4.18, 4.19, Chapter 5 - The Interaction of Light and Matter, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11, 6.12, 6.13, 6.14, 6.15, 6.17, Chapter 7 - Binary Systems and Stellar Parameters, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.10, 7.11, 7.12, 7.13, 7.14, 7.15, 7.16, 7.17, 7.18, Chapter 8 - The Classification of Stellar Spectra, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12.
When I started, I had a set of weekly assignments cribbed from some distance learning materials, so they couldn’t be found in the textbook. This preview shows page 1 - 3 out of 6 pages. With 18+ assignments worth a total of 10% over an 18 week course, neither really bother me sufficiently to exert myself to put a stop to it. He never graded homework or took attendance. And without some kind of feedback — call it grading or what you will — how will students know whether they are learning? The result was (I believe still is), that students realize very early if maths isn’t for them. These solutions are the only ones that I've worked out so far, so please don't ask me to post "the rest of the chapters" as I haven't worked on those yet. And to pass his class you needed to know how to do the homework, not just what the answer was. The best part, of course, is that now I don’t have a heavy bag of marking to lug around with me. I didn’t know a word of Chinese, but I didn’t need to; most of the equations were there and I could follow what they were trying to do.
Subject to adjustments as course proceeds. Over the past few years I’ve re-instituted the weekly assignments for marks, but now students mark their own assignments in class as I go over the answer key. Most of the homework exercises were indeed made up by the Profs, really hard to solve and could not be found anywhere. Probability and Randomness, The Big Picture: On the Origins of Life, Meaning, and the Universe Itself, The Particle at the End of the Universe: How the Hunt for the Higgs Boson Leads Us to the Edge of a New World, From Eternity to Here: The Quest for the Ultimate Theory of Time, Spacetime and Geometry: An Introduction to General Relativity, The Higgs Boson and Beyond (The Great Courses), Mysteries of Modern Physics -- Time (The Great Courses), Dark Matter and Dark Energy (The Great Courses). Now I teach at a place where homework is mandatory, and must be graded. But in this brave new world, it would probably be wise to make up original problems rather than using the ones from the back of the book. So if I want to do some practice at home, right now I’m limited to only half the questions (they have answers in the back). Perhaps one way to combat cheating would be to “atomize” homework assignments, in other words break down problems into smaller chunks which must each be answered separately. If one is focused on whether the students are learning or not, I think the sites like these have overall positive impact. Additional But when we get to Psych 400 I sure as hell remembered more then they did. Students should be told at the start of the course that without doing a lot of the difficult homework problems they have zero chance of passing the exam.
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