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classes:2009:fall:phys4101.001:q_a_1012 [2009/10/12 10:19] – jbarthelclasses:2009:fall:phys4101.001:q_a_1012 [2009/11/30 16:49] (current) – youmans
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 ^ name ^ accept proposal ^ comments ^ ^ name ^ accept proposal ^ comments ^
-|Captain America| yes| I like having some useful equations with me, and I would say it is slightly better than having a general equation sheet for two reasons.  First, some of the equations are easy enough to remember, or we use them often enough that it is no big deal (take Schrodinger's equation for example). I assume the sheet provided to us would be about 10 equations anyway, but picking the equations we want to use ourselves forces us to study more proficiently (finding which equations are useful out of the 50+ equations provided by Griffiths each chapter).  The second reason is that we can write down helpful equations that normally wouldn't be provided.  I refer more to equations that can be easily enough derived from the Schrodinger equation, but take time that we don't want to spend on the test doing it.  This is probably more of a problem for just me, but everything I do on a test takes 5x longer than normal, and having something that is elementary but still time-saving can be a big help.+|Captain America| yes| I like having some useful equations with me, and I would say it is slightly better than having a general equation sheet for two reasons.  First, some of the equations are easy enough to remember, or we use them often enough that it is no big deal (take Schrodinger's equation for example). I assume the sheet provided to us would be about 10 equations anyway, but picking the equations we want to use ourselves forces us to study more proficiently (finding which equations are useful out of the 50+ equations provided by Griffiths each chapter).  The second reason is that we can write down helpful equations that normally wouldn't be provided.  I refer more to equations that can be easily enough derived from the Schrodinger equation, but take time that we don't want to spend on the test doing it.  This is probably more of a problem for just me, but everything I do on a test takes 5x longer than normal, and having something that is elementary but still time-saving can be a big help.|
 |zeno|yes|see below| |zeno|yes|see below|
 |Spehrical Chicken|yes|I agree that being able to solve a problem and being able to pull it out on demand in such a limited time is kind of ....  dis-similar to real live demands and what we should be trying to do in the objective of learning material...  I'm very much for allowing a limited amount of notes or a card or something -- something that allows helps us remain confident (something I have a horrible problem with in exams, like Zeno) yet is limited enough to show we understand concepts.  Like Zeno said, in real life, we are usually allowed a much more flexible amount of time to solve problems, the ability to look up our own notes etc...  I don't see that allowing students to write a small note card would compromise the integrity of the standard, or keep us from obtaining the 'independent reasoning' we're trying to learn.| |Spehrical Chicken|yes|I agree that being able to solve a problem and being able to pull it out on demand in such a limited time is kind of ....  dis-similar to real live demands and what we should be trying to do in the objective of learning material...  I'm very much for allowing a limited amount of notes or a card or something -- something that allows helps us remain confident (something I have a horrible problem with in exams, like Zeno) yet is limited enough to show we understand concepts.  Like Zeno said, in real life, we are usually allowed a much more flexible amount of time to solve problems, the ability to look up our own notes etc...  I don't see that allowing students to write a small note card would compromise the integrity of the standard, or keep us from obtaining the 'independent reasoning' we're trying to learn.|
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 |spillane|yes| |spillane|yes|
 |John Galt|no|I hold the same opinion as Schrodinger's dog. I am for this individual quiz grade revision, I suppose, but I don't like the idea of an open notes or notecard test. If at all possible, I would rather see more homework or more example problems, but I do remember seeing nearly everything that was on the test (except for maybe problem 3).| |John Galt|no|I hold the same opinion as Schrodinger's dog. I am for this individual quiz grade revision, I suppose, but I don't like the idea of an open notes or notecard test. If at all possible, I would rather see more homework or more example problems, but I do remember seeing nearly everything that was on the test (except for maybe problem 3).|
 +|Liam Devlin|??|I like the idea of having a standard equations sheet written by Yuichi.  I think it is more fair in a test situation if everyone has the same resource.  Also, if we are given the sheet before the test, we could use it to study.  Also, I'm completely against an open book test because I feel like that will just make the test questions ridiculously hard.| 
 +|Hydra|no| Maybe a standard equation sheet by Yuichi, but otherwise no eqn sheet.  I'd rather have the test start everybody off on the same ground.  And definitely no open book test! | 
 +|liux0756|no| 
 +|Daniel Faraday|no|We are already able to ask a proctor for the form of an equation if we know what equation we need. To me, that removes any incentive to have note cards. Also, it takes time and effort to prepare a note card, and that time does not go towards learning quantum physics. If there were a note card, I would want it to be done the way Prof Lysak does it, where every student gets a sheet of formulas with the exam. The formula sheet is also posted a week before the exam so students can see what is going to be on it. Then our skill at preparing note cards doesn't affect our exam performance.| 
 +|Jake22|No|This is an introductory course, and I do not believe we should be allowed any supplemental material other than an equation sheet provided by the professor with the test. We are not allowed to bring notecards for the GRE. If we should be allowed anything extra to help us during the test, we should be allowed to access the text and have the difficulty raised accordingly.|
  
 ====General feedback on how the class is going ==== ====General feedback on how the class is going ====
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 ===John Galt 10/12  9:08 AM=== ===John Galt 10/12  9:08 AM===
 I would rather do more homework problems than have shorter or easier or open notes or open book tests. I just want the homework to be similar to the test and the examples in class to be similar to the homework. I think a pretty good job is being done on this, but that more examples and more homework might be a good idea. This could be facilitated by having the discussion sections not be about group problem solving so much, as it seems, often enough, that groups have very little idea how to do the problems presented in discussion section anyway, no matter how well they cooperate, and that it might be more useful to spend that time on a detailed problem solving lesson. I really like this idea. Does anyone else? I would rather do more homework problems than have shorter or easier or open notes or open book tests. I just want the homework to be similar to the test and the examples in class to be similar to the homework. I think a pretty good job is being done on this, but that more examples and more homework might be a good idea. This could be facilitated by having the discussion sections not be about group problem solving so much, as it seems, often enough, that groups have very little idea how to do the problems presented in discussion section anyway, no matter how well they cooperate, and that it might be more useful to spend that time on a detailed problem solving lesson. I really like this idea. Does anyone else?
 +
 +===Captain America 10/12 10:22 AM===
 +I sort of like your idea John, but I would like to change it a bit.  The problem solving discussions are actually one of my favorite ways to learn since the problems require a lot of thinking and usually discussion on what everyone thinks should happen.  This is particularly useful because it highlights everyone's decision processes in how to go about solving problems (and what relevant parameters and solution methods are to a particular QM problem).  What I don't like about the discussions is that the problems are generally hard enough that most people don't have any idea on what to do, and it feels like this is very unhelpful when it happens.  I feel like being given multiple problems that are at an easier or more basic level would probably be much better for helping us understand how to solve problems.  
 +
 +One of the most difficult parts of QM is just understanding it, so being given a problem that is over our heads is not usually very productive.  I realize we should learn how to do these harder problems as well, but a lot of the time it just feels like "Okay I understand how to do it after you told me, but I never would have thought of that myself..."
 +
 +
 +===Green Suit 10/12 2:30===
 +There's no "right" solution to this issue but I believe there are some prerequisites that must be satisfied. 
 + 
 +1) Reading must be completed prior to lecture and discussion. For whatever reason (busy schedules, higher priorities) I've heard more then once that someone hadn't completed the reading prior to class.
 +2) Beginning (attempting) homework prior to Monday. This goes along with reading. Attempting the homework expands upon what basic knowledge was attained after reading. In addition, attempting homework generates questions for lecture and discussion. Putting off homework until the last minute is a bad, but very easy, habit to fall into. 
 +
 +Before we point fault elsewhere let's first evaluate ourselves!
  
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classes/2009/fall/phys4101.001/q_a_1012.1255360770.txt.gz · Last modified: 2009/10/12 10:19 by jbarthel

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