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Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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Dr. Stephanie Chasteen Physics Department and Science Education Initiative University of Colorado, Boulder Physics Department and Science Education Initiative
Take a clicker & turn it on If the green light flashes, your vote has been counted
While you’re coming in… How much have you used clickers?
(A) A lot. (B) A little. (C) Not yet. (D) I don’t teach (E) Rutabega
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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A. Math or science (STEM) B. Humanities or social science C. Language D. Arts E. Other
2
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2000 years ago
Today
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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A. An easy way to quiz my students on what we covered in class
B. The latest trendy gadget. I’m not really sold on them yet.
C. A tool to see how my students are thinking about a topic or idea
D. A way for students to get feedback on their learning
E. Ask me later 5
6
Learning goals
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Videos of effective use of clickers
http://STEMclickers.colorado.edu Clicker resource page
http://STEMvideos.colorado.edu
2-5 mins long
• Instructor’s Guide • Question banks • Workshops • Literature / Articles
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Clickers in large lectures at University of Colorado
% large lecture sections
Dep
artm
ent
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1. What are the basic steps in using clickers with peer instruction?
2. Why does it work (ie., the research)?
3. What makes a good question? (Practice writing questions)
4. How do we facilitate student discussions? (Practice facilitating)
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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...because students can misunderstand what we say “Pearls Before Swine” by Stephan Pastis, 2002.
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
* See also: Peer Instruction, A User’s Manual. E. Mazur.
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
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• Based on learning goals • Several times per lecture • Challenging, meaningful question • Based on common student difficulties
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• Students learn more deeply by teaching each other • Makes them articulate answer • Lets you see inside their heads
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• Typically allow 2-5 minutes • When buzz in room dies down, or • When about 75% of students have clicked in.
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• Consider whether to show the histogram immediately • Ask multiple students to defend their answers • Why are wrong answers wrong and why right answer is right
Ask multiple students to defend their
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Handout 1: Tips for use
Clickers are a tool, not a magic bullet!
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What aspects of clicker technology makes it helpful for student learning?
20
Discussion
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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98 92
82
0
20
40
60
80
100
120
Hand-raising Response Cards
Clickers
% correct during lecture
All about 60% correct on post-test
22
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Motivate students to participate, without stressing over the right answer
We recommend extra credit for: • Mostly participation (eg., 2 points) • Some for correctness (eg., 1 point)
A new research study (James & Willoughby, 2011) shows: Giving points for correctness creates less productive classroom conversations! See http://theactiveclass.com
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◦ 2-5 questions spaced through an hour
◦ Discussion with peers (usually nearest neighbors)
24
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Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins)
A) Twin boys B) Twin girls C) One girl and one boy D) All are equally likely
Credit: Derek Bruff
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Which superpower would you rather have? The ability to…
A. Change the mass of things B. Change the charge of things C. Change the magnetization of things D. Change the boiling point of things
Question: Ian Beatty, UMass-Amherst Image: Thibault fr on Wikimedia
Which superpower would you rather have? The ability to…
Change the mass of things
This is an example of a “no one right answer” question. What is the goal? How “deep” is this question?
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How much do you think cultural factors explain the pronounced differences in violent behavior rates between men and women?
A. Not much at all B. A little C. They are sometimes useful D. They explain most of what we see E. Don’t know/other
27 Stefanie Melborne, CU Boulder
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A small acorn over time can grow into a huge oak tree. The tree can weigh many tons. Where does most of the mass come from as the tree grows?
A) Minerals in the soil B) Organic matter in the soil C) Gases in the air D) Sunlight
What is the goal? How “deep” is this question?
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
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When you were growing up, which of your parents usually earned the most money? If one parent didn’t work for pay, answer that the other earned a lot more.
A. Don’t have 2 parents/neither worked B. Dad usually earned a lot more C. Dad usually earned a little more D. Mom usually earned a little more E. Mom usually earned a lot more
What is the goal? How “deep” is this question?
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If Leah is 6 years older than Sue, and John is 5 years older than Leah, and the total of all three of their ages is 41, how old is Sue?
A. 8 B. 10 C. 14 D. 19 E. 21 30
What is the goal? How “deep” is this question?
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Handout 2: Goals of TEFA
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Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review
Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding
Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict
Ian Beatty, U Mass
Provoke thinking about something new
Probe limits of understanding
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I opened an online course on a topic I know nothing about, clicked through without reading anything, and took the assessment. I passed! What does that suggest? A. I am a genius! B. The assessment was too easy. C. Maybe the online course was too easy, too. D. Maybe the course didn’t even need to be written. E. B, C, and D
Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
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Do the questions you use intellectually challenge your students or simply assess their factual knowledge?
Classification of cognitive levels Higher order
----------------
Lower order
Classification of Classification of cognitive levelscognitive levels
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You flip a nickel and a penny. Which is the most likely?
A) Two heads B) Two Tails C) One head and one tail D) All are equally likely
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The answer is NOT important: The strategy for getting the answer is the goal.
Your critical thinking and participation are important
This is what this course is about.
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What are some of the challenges in using clickers in this way? (Ie., challenging questions followed by peer discussion)
Brainstorm at your table and take notes. Post paper on the wall.
5 minutes
Discuss with table
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As a table, go to your assigned challenge: 1. It takes too much time 2. Classroom management issues 3. How to write or find good questions 4. Getting student buy-in
Brainstorm how to overcome this barrier and secretary take notes (5 minutes)
Visit the other posted challenges and discuss (1 minute each)
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Jigsaw
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� � �
1. Motivation is essential for student learning
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� � �
1. Motivation is essential for student learning
Make Clickers Work for You
Handout 3: How People Learn
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1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
i.e., not this….
So, this webinar isn’t enough!
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Fish is Fish L. Lionni
Dragonfly Books
1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
3. People learn by building on what they already know.
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1. Motivation is essential for student learning
2. People learn by actively constructing their own understanding.
3. People learn by building on what they already know.
“Mr. Osbourne, may I be excused? My brain is full.”
4. People have a finite cognitive load
(c) Gary Larson, The Far Side
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Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You45 R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
traditional lecture About how much do students learn that they didn’t already know coming into class?
A. 10%
B. 25%
C. 50%
Learned less Learned more 0.50 0.25
Basic physics force concept survey
Fraction learned
Where on this graph do you think classes using clickers will fall?
A. Same
B. 30%
C. 50%
D. 75%
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But by actively engaging students... based on what they know....
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traditional lecture interactive engagement
Fraction learned 0.50 0.25
Learned more Learned less
Clickers only (at CU)
Clickers and more (at CU)
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traditional lecture interactive engagement
Fraction learned 0.50 0.25
Learned more Learned less
Clickers only (at CU)
Clickers and more (at CU)
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
49 Just
guessing Not quite
Before discussion
B C A
Just guessing Not quite
sure
After discussion
B C A Mazur, 1997 B C A B C A B C A
Why do you think this happens? (A) Students are getting answers from the ‘smart’ kids (B) They’re learning from their discussions (C) They just needed more time to think about it
Students answer a clicker question individually
2) Students talk to neighbors and answer the same clicker question again
1)
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n= 350 students
Smith et al., Science. 2009, 323(5910):122.
CU Faculty Researchers: �Tin Tin Su (CU MCDB Dept)
Michelle Smith (CU SEI)
Q2 Individual
Q1 Individual
Q1AD After
Discussion
20
40
60
80
100
0
Perc
ent
More research at STEMclickers.colorado.edu
Then explain answers to Q1 and Q2 �
Students answer Q1 individually. 1)
Students talk to neighbors and
answer Q1 again �(Q1AD = Q1“After
Discussion”).
2)
Students answer Q2 individually . Q2 tests same concept as Q1.
3)
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Ask Question
Peer Discussion
Vote
Class Discussion
…Lecture… (Maybe vote)
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What are the learning goals of your course?
Where are the bottlenecks in your course?
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Take on minute to think about a topic or learning goal you’re teaching next week that you could ask a question about.
You will get a chance to work on this question – right now, just have it in your mind and shop for ideas for it.
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Take on minute to think about a topic you’re teaching next week that you could ask a question about.
You will get a chance to work on this question – right now, just have it in your mind and shop for ideas for it.
54
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1. Question Mechanics 2. Question Depth 3. Question Goals
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Handout 4: Writing Questions
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1. Question Mechanics 2. Question Depth 3. Question Goals
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Clear wording Use tempting distractors
Sources of distractors: ◦ Student answers on homework & exams ◦ Common misconceptions
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Adapted from: http://blog.cathy-moore.com/2007/08/can-you-answer-these-6-questions-about-multiple-choice-questions/
When is it NOT a good idea to avoid negative questions? A. Never B. Sometimes C. Always D. What?
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1. Question Mechanics 2. Question Depth 3. Question Goals
59
Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
60 COLTT CU 2009 Clicker Use in Upper-Level Courses
Completely useless
Mostly useless
Somewhat useful
Useful
Very useful
Challenging conceptual
Recalling a previous fact
Recalling a recent fact Plugging numbers into equation
Types of clicker questions:
0% 10% 20% 30% 40% 50% 60% % of students
91% 35% 36% 18%
N=4 courses, 66
students
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But how do we increase the level of questioning?
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Handout with handy verbs and question stems for different levels, e.g.: ◦ UNDERSTAND: match, paraphrase, restate ◦ APPLY: choose, explain, show ◦ ANALYZE: compare, classify, categorize ◦ EVALUATE: judge, criticize, defend ◦ SYNTHESIS: combine, develop, design
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Handout 5: Bloom’s Taxonomy
Back to Bloom’s Taxonomy
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1. Question Mechanics 2. Question Depth 3. Question Goals
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Develop Knowledge • Elicit misconception • Exercise skill • Conceptual understanding
Setting up instruction: • Assess prior knowledge • Provoke thinking about something new • Stimulate discussion • Predict-and-show • Induce cognitive conflict
Assess Learning: • Exit poll • Probe limits of understanding • Demonstrate success • Review
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About 3-4 mins per question.
◦ Is the question clearly worded? ◦ What is the goal of this question? ◦ Is this a high-level or lower-level goal? ◦ Would you use this question yourself? ◦ Does this help you with ideas for your own questions?
Make comments on the sheets 64 64
Handout 6: More questions
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Consider a topic you will be teaching in the fall ◦ What are your learning goals? ◦ What question would motivate a discussion? ◦ What are common student difficulties?
Write a first draft of a question on your own.
65
See “writing questions” handout for tips, and “Bloom’s Taxonomy” handout for verbs
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Show your question to a neighbor Is it clear? What is the goal of this question? Does it get at higher-order or lower-order
levels of thinking? How can it be improved and/or written at
a higher level?
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Bring one question from group to Scott at end
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Ask Question
Peer Discussion
Vote
…Lecture… (Maybe vote)
Class Discussion
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Stephanie Chasteen– Univ. of CO Boulder -- Make Clickers Work for You
PI Voting Stage Public Solution
Discussion
Perc
ent o
f Q
uest
ions
C. Turpen and N.D. Finkelstein, “Not all interactive engagement is the same: Variations in Physics professors’ implementation of Peer Instruction.” Phys. Rev. ST Physics Ed. Research 5, 020101.
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What are the practices that the instructor can change during peer discussion?
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• Allow plenty of time for discussion • Encourage discussion • Circulate classroom (to listen in)
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Handout 7: Peer Discussion
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Ask Question
Peer Discussion
Vote
…Lecture… (Maybe vote)
Class Discussion Peer Discussion
(Maybe vote)
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What are the practices that the instructor can change during whole class discussion?
• Do not reveal the answer immediately • Hide the histogram until after discussion • Hear arguments from students (more than one!) • Hear arguments for right and wrong answers • Make sure students know correct answer and reasoning by the end
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Giving the answer stops student thinking!
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In a group of 4: 1. Choose a question to use 2. Assign roles to each member of the
group to split up the task of facilitating the question
10 minutes
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1. “Critical friend” 2. PAUSE when we should discuss
something 3. Wait for feedback on question itself until
the end.
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1. Be clear why you’re using clickers 2. Use them frequently 3. Use a variety of question levels 4. Use a variety of techniques 5. Encourage discussion 6. Listen to students 7. Start small
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...because students can misunderstand what we say
“Pearls Before Swine” by Stephan Pastis, 2002.
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On yellow Tips for Successful Clicker Use sheet – which four things would you tell a
colleague when you go home?
Start small!
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This short workshop can’t do it all….
Watch classes taught by expert users Find mentors, and form user groups Videos at
http://STEMvideos.colorado.edu There are lots of great books ◦ Teaching with Classroom Response Systems (Derek Bruff) ◦ Peer Instruction (Eric Mazur) ◦ Clickers in the Classroom (Douglas Duncan) ◦ Clickers in Chemistry (Margaret Asirvatham)
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Clickers resource page (videos, question banks, workshops): http://STEMclickers.colorado.edu
Web and blog: http://sciencegeekgirl.com Email: stephanie@sciencegeekgirl.com
You can view some webinar session recordings at http://theactiveclass.com
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One of you will be randomly selected to be a winner! Pick one:
A. You can receive $1.00 (cash) right now B. You can receive $1.05 (cash) during the
next meeting of this class
80 From DrJamesIII at http://www.youtube.com/watch?v=CnnP0uCqD4k
Results: 66% of class took $1 now (but 33% if $1 on next to last day of class
instead of last day of class)
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During a group or individual task:
Click in with your progress: A. Still working B. Almost done C. Finished
81
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A. I’m bored – speed up B. I’m with you C. Slow down a little D. I’m totally lost
82
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If you saw a piece of trash in the street, would you pick it up?
A. Yes B. No C. It depends
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Demonstration predictions. For example, show that a light bulb lights
up when it’s connected to a power source through a weak acid.
What will happen if I use a 100% acid solution?
(A) Brighter (B) Dimmer
The answer ends up being opposite of what you’d expect!
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The child apprized her father’s authority and behaved herself in church.
Apprized means…
A. Appreciated B. Compromised C. Defied D. Noted
85
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If you were a judge, how would you assess the “responsibility” of the U.S. Government for what happened in the world between 1933 and 1945?
A. Not responsible B. Minimally responsible C. Responsible D. Very responsible
86
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The girl is wearing a: A. A hat B. Glasses C. A cap D. Jacket E. More than one/
Something else
87 Tabetha Huth
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Is the following a run-on sentence? “The sly fox sometimes jumped over the
lazy dog unless it was Thursday.”
A. Yes B. No C. Not sure
88
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1. Welcome mat 2. Storm door 3. Moat 4. Room 5. Mailbox 6. Vaseline 7. None of the above 8. Other
89
Skin:Wall as Mucus:____
Credit: Kate Dollard, Northhampton High School
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Your sister in law calls to say that she’s having twins. Which of the following is the most likely? (Assume she’s having fraternal, not identical, twins)
A. Twin boys B. Twin girls C. One girl and one boy D. All are equally likely
Derek Bruff, Vanderbilt
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A coin has just been flipped 1000 times, and it landed heads 600 times and tails 400 times. What is the probability that the next flip of the coin will land heads?
A. 10% B. 20% C. 30% D. 40% E. 50% F. 6% G. 70% H. 80% I. Impossible to determine J. None of the above Bill Leonard, UMass Amherst
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What is at stake when Clytaemestra asks Agamemnon to walk on the carpet? What is at issue? Why is he reluctant to do so? A) The carpet is too valuable to walk on. Agamemnon knows he will ruin it. Organic matter in the soil B) The carpet is red. It symbolizes shed blood. To walk on it implies disrespect for human life. Sunlight C) To walk on the carpet is sacrilegious. The gods might walk on such a carpet, but for a human to act so is an act of desecration. D) Walking on the carpet makes Agamemnon analogous to the hybristic potentates of the East, in whose lands he has spent the previous 10 years. E) The carpet symbolizes specifically the blood of Agamemnon's daughter Iphigeneia, whom he sacrificed to promote the expedition to Troy. Walking on the carpet re-enacts that murder.
Jackie Elliott, CU-Boulder
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Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble. This paragraph appears in which historic document?
A. The Declaration of Independence B. The Freedom of Information Act C. The Mayflower Compact D. The Magna Carta E. The U. S. Constitution
Origin unknown
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