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astro300_f16:day6 [2016/09/20 23:06] – jwangastro300_f16:day6 [2016/09/21 19:02] (current) – [Midsemester Evals (15 minutes)] ccheng
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 Diffraction grating demo (12 min) - a 7A/120 combo demo. The purpose is to visualize how diffraction/spectrometers work Diffraction grating demo (12 min) - a 7A/120 combo demo. The purpose is to visualize how diffraction/spectrometers work
   * How a spectrometer works (5 min) - spectrometer in 120 lab is a black box. Now we can look into the box to see what goes on   * How a spectrometer works (5 min) - spectrometer in 120 lab is a black box. Now we can look into the box to see what goes on
-      * Laser pointer (red) + diffraction grating + point at wall (2 volunteers)+      * Laser pointer (red) + diffraction grating + point at white board (2 volunteers: laser and grating (need to hold still))
         * Identify orders         * Identify orders
         * Grating equation (simpler one)         * Grating equation (simpler one)
         * Grating is created by etching in opaque lines periodically. Which way are the lines oriented?         * Grating is created by etching in opaque lines periodically. Which way are the lines oriented?
-        * What is the spacing of the lines? Need volunteer to measure things +        * What is the spacing of the lines? Need volunteer to mark on the white board and measure things 
-      * Add a green laser (another volunteer).+      * Add/change to a green laser (another volunteer).
         * Explain how this allows us to separate wavelengths so that a spatial location corresponds to light at a given wavelength         * Explain how this allows us to separate wavelengths so that a spatial location corresponds to light at a given wavelength
         * Explain nuances: spectrometers usually used ruled rather than holographic gratings (better efficiency). Using although reflective rather than transmissive (more compact)         * Explain nuances: spectrometers usually used ruled rather than holographic gratings (better efficiency). Using although reflective rather than transmissive (more compact)
-  * More of a general diffraction demo: width of a human hair (3 min)+  * More of a general diffraction demo: width of a human hair (4 min)
     * Volunteer to supply and hold hair in front of laser pointer     * Volunteer to supply and hold hair in front of laser pointer
     * See the ensuing diffraction pattern. Can anyone explain what we're seeing?     * See the ensuing diffraction pattern. Can anyone explain what we're seeing?
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       * How does this compare with the diffraction grating?        * How does this compare with the diffraction grating? 
         * Can you use this to explain why it can be desirable to want bigger telescopes?         * Can you use this to explain why it can be desirable to want bigger telescopes?
-  * Pass out diffraction gratings to class (2 min) +  * Pass out diffraction gratings to class (4 min) 
-    * These can be borrowed from the Physics demo room (72 Le Conte - in the basement). +    * These can be borrowed from the Physics demo room (72 Le Conte - in the basement). C10 also has a bunch in the storage room cabinet on the 1st floor (used for arclamp demo).
     * What else can we look at with the diffraction gratings?      * What else can we look at with the diffraction gratings? 
  
 Meta Discussion of this Demo (5 min) Meta Discussion of this Demo (5 min)
   * Demos are great to illustrate phenomena, especially ones that aren't easy to understand. Diffraction is often explained on the board using waves and interference.. seeing it can help build physical intuition of it. (For programming, algorithms can be explained with demos. Or connecting things learned in class to real life (e.g. DNS lookup with dig)).   * Demos are great to illustrate phenomena, especially ones that aren't easy to understand. Diffraction is often explained on the board using waves and interference.. seeing it can help build physical intuition of it. (For programming, algorithms can be explained with demos. Or connecting things learned in class to real life (e.g. DNS lookup with dig)).
-    * Can be fun alternative way to cover a top rather than a worksheet+    * Can be fun alternative way to cover a topic rather than a worksheet
   * As a class on the board: Thinking about the demo we just did and previous demos you have done, what makes a good demo and a bad demo:   * As a class on the board: Thinking about the demo we just did and previous demos you have done, what makes a good demo and a bad demo:
   * What makes a good demo? (with e.g.'s connecting it back to the diffraction demo)   * What makes a good demo? (with e.g.'s connecting it back to the diffraction demo)
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 ===== Midsemester Evals (15 minutes) ===== ===== Midsemester Evals (15 minutes) =====
    
- * Why do we do mid-semester evals +  * Why do we do mid-semester evals (1 min) 
-   * There is a department wide, official end of semester eval, but by then it's too late to fix things for your current students. +    * There is a department wide, official end of semester eval, but by then it's too late to fix things for your current students. 
-   * The point of student feedback at mid-semester is to allow you to adjust your section and teaching style as necessary to match your current students' demands. +    * The point of student feedback at mid-semester is to allow you to adjust your section and teaching style as necessary to match your current students' demands. 
-   * However, take the responses with a grain of salt; Ay 10 student don't always know what's best for them! +    * However, take the responses with a grain of salt; Ay 10 student don't always know what's best for them! 
- * General overview of mid-semester evals (1 min) +  * General overview of mid-semester evals (1 min) 
-   * These questions should cover things you want feedback on. Be explicit about what you want to know whenever possible. +    * These questions should cover things you want feedback on. Be explicit about what you want to know whenever possible. 
-   * There should be room for some free response (e.g., if there's anything else not addressed here...) +    * There should be room for some free response (e.g., if there's anything else not addressed here...) 
-   * You should make sure you take some time to go over the results in a later session. +    * You should make sure you take some time to go over the results in a later session. 
-     * If you have quantitative questions, this might include averages, or distributions. +      * If you have quantitative questions, this might include averages, or distributions. 
-   * You should make sure they are able to fill them out anonymously. +    * You should make sure they are able to fill them out anonymously. 
-   * We aren't doing one for this class due to how short it is (we will be using notecards periodically instead) +    * We aren't doing one for this class due to how short it is (we will be using notecards periodically instead) 
- * Going over Aaron's old Ay375 mid-semester eval (10 min) +  * Going over Aaron's old Ay375 mid-semester eval {{:midsem_evalf13.pdf|Midsemester Evaluation for 2013}} (10 min) 
-   * Your mid-semester should be short (1 sided to 2 sided max). This one is just super long to give you different examples on how to approach it. You should feel free to take what you like +    * Your mid-semester should be short (1 sided to 2 sided max). This one is just super long to give you different examples on how to approach it. You should feel free to take what you like 
- * After the eval is filled out: +  * Going over Carina's C10 mid-semester eval {{:midsemester_eval_carina.pdf|Carina's Eval}} 
-   * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment). +    * Question 1: Useful to know how serious to take the evaluation comments (i.e. take it more seriously if a student attends all the time). 
-   * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop'). +    * Question 2: Free response allows students to express themselves. 
- * **We will ask you to compile a short summary report:** Some things to consider including: +    * Question 3: Take it with a grain of salt, because most students want more lectures. 
-    -consistent comments +    * Question 4: Another free response. 
-    -averages/standard deviations/histograms for any quantitative questions +    * Questions 5-8: Useful to gauge how the difficulty of section compares with the class as a whole, and whether you're hitting a middle-ground level of difficulty in section. 
-    -any hilarious, unfairly mean, or really thoughtful comments +    * Questions 9-10: Fun, extra questions. Pros: makes the evaluation less formal and fun to read. Cons: can get some inappropriate responses (Carina got a bunch of pick-up lines once and also a phone number) and worrisome responses (one person said they'd be pluto because no one cares about them and they're sad and depressed). 
-    -a personal assessment of what you've learned and what you'll change (and when) +  * After the eval is filled out: (1 min) 
- +    * It's a good idea to read through them all twice: once to just read every answer and the second time to see if you can spot some trends and consistencies (based on the assumption that if a majority of students agrees on something, then it might actually be a valid point or an accurate assessment). 
 +    * Arguably the most important part of evals is responding to the criticisms (both positive and negative) publicly in front of the class and addressing at least some of their concerns (Slater & Adams call this 'closing the loop'). 
 +  * **We will ask you to compile a short summary report:** Some things to consider including: 
 +     -consistent comments 
 +     -averages/standard deviations/histograms for any quantitative questions 
 +     -any hilarious, unfairly mean, or really thoughtful comments 
 +     -a personal assessment of what you've learned and what you'll change (and when)
  
 =====Homework===== =====Homework=====
  
-  - Write a midsemester evaluation and administer them in your sections next week (9/26-9/30). After reviewing your students' responses, write up a ~1 paragraph summary of the evaluation (What did you learn? What changes might you make?). Bring this summary and a copy of your (blank) evaluation to class on 10/5. If you are not teaching non-section based classes, you are encouraged to talk to the Professor of the course and see if it's possible to adminster a midsemester evaluation for the class as a whole. If you are not teaching at all this semester, please draft a general midsemester evaluation (one that you could use in future semesters), but you will not be administering it. +  - Write a midsemester evaluation and administer them in your sections in the next couple of weeks (9/26-10/5). After reviewing your students' responses, write up a ~1 paragraph summary of the evaluation (What did you learn? What changes might you make?). Bring this summary and a copy of your (blank) evaluation to class on 10/5. If you are not teaching section-based classes, you are encouraged to talk to the Professor of the course and see if it's possible to adminster a midsemester evaluation for the class as a whole. If you are not teaching at all this semester, please draft a general midsemester evaluation (one that you could use in future semesters), but you will not be administering it. 
   - If you haven't done so already, visit your peer's section. Meet up for discussion and complete the {{:peergsivisit.pdf| Peer Visitation Worksheet}} by 9/28 (next week!).   - If you haven't done so already, visit your peer's section. Meet up for discussion and complete the {{:peergsivisit.pdf| Peer Visitation Worksheet}} by 9/28 (next week!).
  

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