Example 1: General Physics 1. What did I learn during Week #? Physics consists of several major topics of which include: mechanics, heat (molecular physics), electricity, optics and atomic and nuclear physics. So far, we have started covering mechanics, the study of motion or the change of a position of an object with respect to another motion. When we speak of motion we should follow two models: one regarding dimensionless objects and the other regarding reference frames. Dimensionless objects are objects whose size are less then the distance they covered. The second model states that we always need a frame of reference, For example, it would be silly to say a person sitting down is not moving. The reason for this is that the person is really moving in reference to perhaps an astronaut standing on the moon since he/she is standing on Earth, which is continuously moving. However, the person sitting down is not moving in reference to the ground. Therefore, we should always mention in reference to what we're talking about, in other words, a reference frame. We are currently studying kinematics, a branch of mechanics that describes how objects move. Its goal is to predict the position of an object. How can we describe motion? We can describe it by using measures such as velocity and acceleration. Velocity, a vector quality, is displacement, a vector representing the shortest distance from the initial to the final position of a motion, over a certain time (). Acceleration, on the other hand, is a vector that represents the change in velocity over a certain period of time (). We can also measure the velocity and acceleration t a particular instant of time. These are called the instantaneous velocity and instantaneous acceleration. Instantaneous velocity is defined as the change in displacement over time as the limit of the change in time approaches zero. Instantaneous acceleration is defined as the change in velocity over time, as the change in time approaches zero. In class, we also learned that at constant velocity, displacement is proportional to time, and at constant acceleration, velocity is proportional to time. The final topic we covered was free-fall. A free-falling object is any object that accelerates up or down under the influence of gravity. Free fall is represented by g, whose magnitude is equal to 9.8 m/s2. Free-fall is just a model since it doesn't really exist on Earth. It could only exist if there were no air resistance, which Earth of course lack. Here are the important equations we learned: Average velocity:   Average acceleration:   Instantaneous velocity:   Instantaneous acceleration:   At constant velocity:   x t At constant acceleration:

Weekly Reports give students an opportunity to reflect on their new knowledge, ask questions about unclear ideas, and explore the value of question asking itself. By reading the report, an instructor may:

• Learn about students' conceptual difficulties and "misconceptions."
• Obtain useful feedback for reorganizing course content.
• Gain insight into how students' think about their own learning ("metacognitive processes").
• Explore students' understanding of knowledge and knowledge creation ("epistemology").

Example 2: Principles of Ecology 2. What remained unclear to you? My confusion in this class mostly comes from not understanding words. When I was reading the text, some words were unclear even though they were defined: phenotypic plasticity, what exactly a limiting factor is, synergistic, and relative humidity. In the lecture, Prof. E spoke of haploid and diploid. Even though I know I should know what they are I don't. Many times in the packet readings I would get lost in the numbers. I wouldn't always know if the figures were good or bad, or if they were important or not. Lastly, one of the most confusing readings for me was "Exploitation of herbivore-induced plant odors by host-seeking parasitic wasps." It seemed like there was really no conclusion to it or even any kind of resolution. 3. What questions would you ask if you were the professor to determine whether your students understood this material? a) What is the environment? b) Give an example of an adaptation. Explain what you think causes it and how it helps the species. c) What are the three conditions of natural selection? d) What does William Sutherland's "Genes map the migratory route" tell us about the blackcap's navigational abilities? Include the navigational skills of the young. e) What is the third environment? f) What is habitat selection? Give an example.

Example 3: Principles of Ecology Student 16 2. What remained unclear to you? I do not understand the process of natural selection and how it relates to the origin of species. I do not understand the theory of altruism and how it relates to natural selection. Things that may be unclear in lecture, often times, are clarified in recitation. 3. What questions would you ask if you were the professor to determine whether your students understood this material? a) How does Gause's Law relate to the theory of natural selection and fitness? b) How does environmental change X relate to species Z? c) What is the consequence of arriving at a design affecting the environment without analyzing the organisms present in that environment? d) Does the species ever affect the environment, or does the environment ever adapt due to its relationship to an organism? Student 17 2. What remained unclear to you? I don't quite understand what defines one ecosystem from another when so many factors are overlapping. I did not fully understand Professor E's reference to squirrels having visual adaptation and yellow lens light. He was speaking rapidly and I don't know if I heard all he said. 3. What questions would you ask if you were the professor to determine whether your students understood this material? a) What are the three conditions that must be present for evolution by natural selection? b) What is ecology? c) What does an ecosystem consist of? d) What do we mean by saying natural selection is survival of the fittest? e) Why do birds who live on surface water catch fish? f) Name three different types of orientations cues. Student 18 2. What remained unclear to you? The only questions I have are on the subject of water surface tension, density and the way water temperature and currents influence the oceans. I did not understand the example of the pond and fall and spring overturn and its relationship to water density. Prof. E was going very fast on this subject and the overhead he put up was difficult to read.