Reminder from 9-13 training

Recitation

1) We are doing the cat and the antelope.  I will have a classroom set in the room.  Students have also been reminded to print a copy and bring it with them if they wish to have their own copy to write on.  Ryan, one of our LAs, suggested that we encourage students to put away their laptops (and remove them from the tabletop) during recitation--both to make more space for their papers and to encourage them to use the whiteboards.

Recitation link at: http://umdberg.pbworks.com/w/page/44332396/The%20cat%20and%20the%20antelope

Lab 1, Part 1 (Motion of an Amoeba, Learning Excel)

1) TA Document (and Student Documents) at: http://umdberg.pbworks.com/w/page/68933700/NEXUS%20Physics%20Labs%2C%202013-2014

(Sorry for not having copies for you on Friday!  Please do read through it before you have your first lab section of the week.  Feel free to email me with any questions.)

No formal lab report will be connected to Lab 1, Part 1, and students don't need to perform in their roles/jobs for this lab.  The formal report and roles will start with Lab 1, Part 2.

2) Though the main technical skill in this lab is learning to use Excel (encourage the students to use the Technical Intro to Excel document, as this details exactly what features we are looking for in the work that they turn in today and in all of their future data/graph sets), there are also some other big ideas that we want the students to understand: First, the need for quantification in examining a biological phenomenon (which is further emphasized next week).  Second, the need to reflect on what the physics is saying about the biological phenomenon.  The shouldn't just make graphs, but should take the time to understand what the graphical representation is saying about the physical motion and the implications of this for the biology--Is this how they expect an amoeba to move?  Why or why not?

Also, students have a tendency to try to do the initial analysis on their calculators (cell phones of TI-9X's).  This is a slow method (obvious, to us).  About 30 minutes into the lab, check group progress.  If you have a group using Excel (and who have gotten pretty far through the work), have this group share their strategies for success with their (often slower, calculator-using) classmates.  At that point, all groups should catch on and start to use Excel.

3) At the end of this lab (THIS WEEK), collect from each group of four students:

A data table that they have used to make their graphs, and a set of graphs (y vs. t, v vs. t, and a vs. t--they should have both vertical and horizontal error bars on the x vs. t graph, they needn't have error bars on the other two).  The graphs should have a one or two sentence description of the relevant features and their connection to the amoeba's movement (this can be handwritten).  Make sure they put all four of their names on it.  These things can be printed on the printer in the classroom (but the print command must come from one of the desktop computers in the room).  There is extra paper in front of the printer and also two staplers in the room.

4) Please grade this packet of information from each group out of a total of 10 points and enter your grades into ELMS.  (If you have trouble entering grades into ELMS, bring them with you to our next Friday training and I will help you.)  Look specifically for:

• Labels and units for data columns or graph axes;
• Decent s.f. on the data entries, consistent with stated uncertainty in the value (uncertainty needed only for y and t data);
• Titles for the graphs (if using blah vs. blah format, need VERTICAL vs. HORIZONTAL--they always mess this up);
• Proper choice of graph type (scatter plot) with data range on each axis consistent with the data table;
• Lines of best fit on the graphs (at least on the y vs. t plot) with correlation coefficient for each line of best fit included;
• Error bars of reasonable size on the y vs. t plot (both vertical and horizontal);
• A brief description on each graph of the salient characteristics and their link back to the amoeba.

5) If any groups finish ridiculously fast, have them also analyze x vs. t motion.

Other Notes from 9-13 Training:

Arpita, John, and Kim will be providing back-up coverage (in case of emergency or other total disaster).  The schedule of who is covering what (and where you can find them) is at:

http://umdberg.pbworks.com/w/page/68991613/Lab%20Back-Up%2C%20Emergency%20Help

(Though I will cover the Monday morning lab for Arpita for this week only.)

Don't forget to look over the "TA Guide to Guiding Labs".... http://umdberg.pbworks.com/w/page/68993405/TA%20Guide%20to%20Guiding%20Labs

Methods of communicating with your students: http://umdberg.pbworks.com/w/page/68937505/How%20to%20contact%20your%20students

Getting into/out of the lab room:  Ask Bill Norwood to let you in.  Don't leave your students alone in the lab room (unless you need to run to the bathroom quickly)--the lab room has a lot of VERY expensive equipment.  At the end of your section, check for left-behind items (if valuable, like keys are cell phones, pass on to Bill with notice of section number), then pull the door shut behind you.  At the end of the day, make sure the window is closed and lights are turned off before leaving.  On Friday, make sure the computers are shut down.

Wait-listed students should be sent to the section for which they are registered (if they have one).  Otherwise, let them join your group.

If any students present an academic accommodation form to you, accept it and bring it to the Friday meeting.

If a student accidentally logs out of one of the desktop computers, there is NO login name/password.  Just reboot the computer and it will login automatically.

Students can dress for Lab as they choose--they do not need lab goggles or a lab coat.  If any labs require special dress, we will notify students ahead of time.

Food/Drink Policy:  Water/beverage is okay in the lab room, so long as all beverages are kept well away from the electronics.  Food is okay to have around during recitation, but should be put away for the duration of the lab.  Basically, they should be sensible.  If you find some students are being careless, warn them.  If they continue to make poor choices, ban food and drink for that section.

I do recommend having students shuffle groups for the first part of the semester.  This choice is up to you, though.  (If you are ambivalent, I suggest trusting my hard-won experience in the matter. :-)

Course Center Notice:

If you need more/better whiteboard markers for the Course Center (0208), go see Marie in the Copt Center (Print Shop) on the 1st floor of the physics building (almost directly opposite the Slawsky Physics Clinic and diagonally opposite the mail room).  Let her know what you need the markers for.

Please make sure to fully-erase the boards in the Course Center before you leave (the marks become harder to erase over time).

(I forgot to mention these on Friday.  Sorry!)

Okay!  I think that is all of it!  Let me know if you think I have forgotten anything or if you have any questions.

Good luck!