{"id":12748,"date":"2024-03-14T15:02:00","date_gmt":"2024-03-14T15:02:00","guid":{"rendered":"https:\/\/dev-tufts-provost.pantheonsite.io\/celt\/?page_id=12748"},"modified":"2024-03-14T15:02:21","modified_gmt":"2024-03-14T15:02:21","slug":"try-it","status":"publish","type":"page","link":"https:\/\/provost.tufts.edu\/celt\/online-resources\/listening-project\/try-it\/","title":{"rendered":"Try It"},"content":{"rendered":"<div id=\"pl-12748\"  class=\"panel-layout\" ><div id=\"pg-12748-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-12748-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-12748-0-0-0\" class=\"so-panel widget widget_sow-editor panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p>To try out your own listening skills, pick a sample of student thinking from the list below. (Tip: We\u2019re often better at listening in disciplines besides our own.)<\/p>\n<p>Try to put aside questions of whether the student is right or wrong, and just try to answer the questions:\u00a0 What is this student\u2019s idea? What is the evidence for your interpretation?<\/p>\n<\/div>\n<\/div><\/div><div id=\"panel-12748-0-0-1\" class=\"so-panel widget widget_toggles\" data-index=\"1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-toggles so-widget-toggles-toggles-style-a5ea9c76baab-12748\"\n\t\t\t\n\t\t>\n\n<div class=\"soua-main\">\n            <div class=\"soua-accordion\">\n            <button type=\"button\" class=\"soua-accordion-title\"  aria-expanded=\"false\">Biology<\/button>\n            <div class=\"soua-accordion-content\" aria-hidden=\"true\"> <h3><strong>Instructional context<\/strong><\/h3>\n<ul>\n<li>In-person quiz in Developmental Biology - an upper-level course offered by the Department of Biology<\/li>\n<\/ul>\n<h3><strong>Disciplinary background <\/strong><\/h3>\n<ul>\n<li>Induced pluripotent stem cells (iPSCs) are cells made by exposing specialized cells\u2014 such as epithelial cells, nerve cells, muscle cells, or fibroblasts\u2014 to chemicals that turn the cells into a less specialized state.<\/li>\n<li>iPSCs can replicate and can become any type of body cell.<\/li>\n<\/ul>\n<h3><strong>Original prompt<\/strong><\/h3>\n<p><em>Can medical treatments using induced pluripotent stem cells (iPSCs) derived from a patient\u2019s own fibroblasts be potentially harmful to the patient? In a few sentences please provide a rationale for your answer.<\/em><\/p>\n<h4><strong>Vicky's response<\/strong><\/h4>\n<p><em><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-257\" src=\"https:\/\/listeningproject.tufts.edu\/wp-content\/uploads\/vicky.png\" alt=\"\" width=\"396\" height=\"203\" \/><\/em><\/p>\n<h4><strong>Daren's response<\/strong><\/h4>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-258\" src=\"https:\/\/listeningproject.tufts.edu\/wp-content\/uploads\/daren.png\" alt=\"\" width=\"427\" height=\"190\" \/><\/p>\n<ul>\n<li><strong>self-antigen: <\/strong>chemicals on a cell's surface that are recognized by an organism's immune system as \"self\", causing the immune system to spare the cells from destruction<\/li>\n<li><strong>extracellular matrix (ECM): <\/strong>a fibrous material that cells make and release around themselves<\/li>\n<\/ul>\n<h3><strong>Instructions for listening<\/strong><\/h3>\n<p class=\"p1\">Try to put aside questions of whether the student is right or wrong, and just try to answer the questions:\u00a0 What is this student\u2019s idea? Try to pay attention to what there's actually evidence for as opposed to assumptions you may be making.<\/p>\n<\/div>\n        <\/div><!-- \/.soua-accordion -->\n            <div class=\"soua-accordion\">\n            <button type=\"button\" class=\"soua-accordion-title\"  aria-expanded=\"false\">Chemistry<\/button>\n            <div class=\"soua-accordion-content\" aria-hidden=\"true\"> <h3>Instructional context<\/h3>\n<ul>\n<li>Take-home quiz in Chemical Principles 2 - the second course in a series of an introductory courses offered by the Department of Chemistry and taken by students intending to major in one of a variety of majors, including the natural sciences and engineering<\/li>\n<\/ul>\n<h3>Original prompt<\/h3>\n<p><em>Do you think the atomic radius for H in HCl versus H in hydrochloric acid in aqueous solution would be the same? Explain briefly.<\/em><\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td width=\"63\"><strong>Rashied<\/strong><\/td>\n<td width=\"561\">I think that when HCl is in an aqueous solution, hydrogen will have a smaller atomic radius, because it loses one electron to chlorine. This would cause the atomic radius to be smaller because there are less electrons in orbit and hydrogen now has a +1 charge, placing more charge on the positive protons in the nucleus of the atom. In pure hydrochloric acid hydrogen does not lose an electron and will have a bigger atomic radius.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Alice<\/strong><\/td>\n<td width=\"561\">The H in HCl would not be the same as the H in hydrochloric acid in aqueous solution because the dissociated H in the aqueous solution would turn into H+ making it smaller than the\u00a0 H+ in HCl.\u00a0 The H+ is smaller than the neutral H because it has the same number of protons with one less electron needing to be pulled in from the protons in the nucleus.\u00a0 The dissociated H+ ion in the aqueous solution is smaller than the H+ in HCl because H+ in HCl is sharing the electron with Cl- through an ionic bond while the dissociated H+ does not have to do that.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Warner<\/strong><\/td>\n<td width=\"561\">No, I think the atomic radii would be different. In HCl, the H and Cl share valence electrons that spend more time around Cl, resulting in a larger atomic radius for H. In comparison, hydrochloric acid dissociates in water, leaving the H atom to bond with the water molecule to form H3O+. Since H3O+ is an ion with a positive charge, it has more protons than electrons, which means that the protons are able to attract the electrons more and bring them closer together. Thus, the H in hydrochloric acid in aqueous solution has a smaller atomic radius.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Diana<\/strong><\/td>\n<td width=\"561\">No because in non-aqueous HCl the hydrogen atom is interacting directly with the chloride, whereas the water molecules in the aqueous solution would be in-between the ions and suspending them. My prediction is that the radius of the hydrogen ion is smaller in the non-aqueous form because it's existing in an ionic bond and it's larger in the solution because the intermolecular forces of the negatively charged portion of the water molecule is not pulling as strongly.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Sy<\/strong><\/td>\n<td width=\"561\">H in HCl will have a smaller atomic radius than H in hydrochloric acid in aqueous solution because in the solution H and Cl disassociate so they are not bonded by a covalent bond together. The covalent bond in HCl shortens the radius.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Camile<\/strong><\/td>\n<td width=\"561\">Yes, because in each scenario, the H has donated its electron to Cl.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Sacha<\/strong><\/td>\n<td width=\"561\">Yes it would be the same, the makeup of each HCl atom hasn't changed, they are just mixed with H2O atoms.<\/td>\n<\/tr>\n<tr>\n<td width=\"63\"><strong>Henry<\/strong><\/td>\n<td width=\"561\">Yes, I think it would be the same. The intermolecular forces change in a solution because the HCl spreads out more, but the intramolecular forces that keep H bonded to Cl shouldn't change.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong>Instructions for listening<\/strong><\/h3>\n<p class=\"p1\">Try to put aside questions of whether the student is right or wrong, and just try to answer the questions:\u00a0 What is this student\u2019s idea? Try to pay attention to what there's actually evidence for as opposed to assumptions you may be making.<\/p>\n<\/div>\n        <\/div><!-- \/.soua-accordion -->\n            <div class=\"soua-accordion\">\n            <button type=\"button\" class=\"soua-accordion-title\"  aria-expanded=\"false\">Physics<\/button>\n            <div class=\"soua-accordion-content\" aria-hidden=\"true\"> <h3>Instructional context<\/h3>\n<ul>\n<li>General Physics 1 - an introductory course taken mainly by students intending to major in physical science or engineering<\/li>\n<li>Whole-class discussion following a clicker question and time for students to talk with each other in small groups<\/li>\n<\/ul>\n<h3>Original prompt<\/h3>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-259\" src=\"https:\/\/listeningproject.tufts.edu\/wp-content\/uploads\/buoyancy-prompt.png\" alt=\"\" width=\"468\" height=\"312\" \/><\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"91\"><strong>Abner<\/strong><\/td>\n<td width=\"448\">The way I thought about it was, um, when liquid 1 is poured on top of liquid 2 and the ball, [INSTRUCTOR: OK] because it sinks in liquid 1, uh, liquid 1 puts, uh, the same... it kinda, it kinda puts a downward force due to the weight of it and due to the pressure of it [INSTRUCTOR: Mmhm.] that, um, exceeds the buoyant force the ball feels when its touching the liquid, so it sinks further down, so I voted for A.<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>Bob<\/strong><\/td>\n<td width=\"448\">Uh, I I voted B. [INSTRUCTOR: OK] Uh, I thought because, the wa\u2014the uh, liquid 1 is on top of liquid 2, so its exerting like a greater pressure, and so it\u2019s gonna be deeper\u2014 so all of the water is going to be deeper so the pressure at the surface is gonna increase, and so the buoyant force will increase, on the ball, so it\u2019s going to be raised up a little bit.<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>Celia<\/strong><\/td>\n<td width=\"448\">Um so so I think about how maybe liquid 1 will push it down, at the same time liquid 2 is going to push it up so in my opinion it\u2019s going to end up staying the same because because there\u2019s going to be force () on the top of the ball ()<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>Douglas<\/strong><\/td>\n<td width=\"448\">But that\u2019s dependent on the density of each fluid and the volume displaced of each fluid, so I find it hard to believe that those forces can exactly counteract, given that it sinks in fluid 1 and floats in fluid 2.<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>Ezra<\/strong><\/td>\n<td width=\"448\">Well, if we look at, um, example 2, there\u2019s actually two fluids\u2014there\u2019s air and there\u2019s, um, liquid 2. And I think it\u2019s safe to assume that, uh, 1 is more dense than air, so if you look at 1 as if it was air, then it would push further down onto than air, so I say it\u2019s A.<\/td>\n<\/tr>\n<tr>\n<td width=\"91\"><strong>Fred<\/strong><\/td>\n<td width=\"448\">But uh, on that line, if its more dense than air, wouldn\u2019t it provide more buoyant force upwards? 'Cuz you\u2014'cuz it weights more than air?<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><strong>Instructions for listening<\/strong><\/h3>\n<p class=\"p1\">Try to put aside questions of whether the student is right or wrong, and just try to answer the questions:\u00a0 What is this student\u2019s idea? Try to pay attention to what there's actually evidence for as opposed to assumptions you may be making.<\/p>\n<\/div>\n        <\/div><!-- \/.soua-accordion -->\n    <\/div> <!-- \/ accordion --><\/div><\/div><div id=\"panel-12748-0-0-2\" class=\"so-panel widget widget_sow-image\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-image so-widget-sow-image-default-8b5b6f678277-12748\"\n\t\t\t\n\t\t>\n\n<div class=\"sow-image-container\">\n\t\t<img decoding=\"async\" src=\"https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-360x59.jpg\" width=\"360\" height=\"59\" srcset=\"https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-360x59.jpg 360w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-570x93.jpg 570w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-850x138.jpg 850w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-1536x250.jpg 1536w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color-250x41.jpg 250w, https:\/\/provost.tufts.edu\/celt\/wp-content\/uploads\/sites\/4\/HHMI-horizontal-signature-color.jpg 1918w\" sizes=\"(max-width: 360px) 100vw, 360px\" alt=\"HMMI - Howard Hughes Medical Institute\" loading=\"lazy\" \t\tclass=\"so-widget-image\"\/>\n\t<\/div>\n\n<\/div><\/div><div id=\"panel-12748-0-0-3\" class=\"so-panel widget widget_sow-editor\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><em>The Listening Project<\/em> is supported by a grant to Tufts University from the Howard Hughes Medical Institute through the Science Education Program.<\/p>\n<\/div>\n<\/div><\/div><div id=\"panel-12748-0-0-4\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"4\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><a href=\"mailto:listeningproject@tufts.edu\"><strong>Contact the Listening Project<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>To try out your own listening skills, pick a sample of student thinking from the list below. (Tip: We\u2019re often better at listening in disciplines besides our own.) Try to put aside questions of whether&hellip;&nbsp;<a class=\"moretag\" href=\"https:\/\/provost.tufts.edu\/celt\/online-resources\/listening-project\/try-it\/\">Read More<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":12740,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.3 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Try It - Center for the Enhancement of Learning and Teaching<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/provost.tufts.edu\/celt\/online-resources\/listening-project\/try-it\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Try It - Center for the Enhancement of Learning and Teaching\" \/>\n<meta property=\"og:description\" content=\"To try out your own listening skills, pick a sample of student thinking from the list below. 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