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astro300_f16:day6 [2016/09/21 18:25] – [Homework] cchengastro300_f16:day6 [2016/09/21 19:02] (current) – [Midsemester Evals (15 minutes)] ccheng
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         * 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 (4 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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   * Going over Aaron's old Ay375 mid-semester eval {{:midsem_evalf13.pdf|Midsemester Evaluation for 2013}} (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
 +  * Going over Carina's C10 mid-semester eval {{:midsemester_eval_carina.pdf|Carina's Eval}}
 +    * 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).
 +    * Question 2: Free response allows students to express themselves.
 +    * Question 3: Take it with a grain of salt, because most students want more lectures.
 +    * Question 4: Another free response.
 +    * 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.
 +    * 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).
   * After the eval is filled out: (1 min)   * 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).     * 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).

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