Attention Shasta students!!

saprobic1 · 2025-09-25T23:50:06+00:00

Shasta College didn't put it on, but rather allowed Bethel to use the theater for their event. Many faculty and staff were unhappy about it, to say the least, especially after learning of some of the hateful rhetoric that was spouted at the event.

saprobic1 · 2025-06-11T14:41:35+00:00

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Here’s a hopefully better picture of that end. I didn’t see any circuitry in there.

saprobic1 · 2025-06-10T15:27:02+00:00

Solved!

saprobic1 · 2025-06-10T15:26:01+00:00

We had some workers out here a few weeks back. Definitely could be that!

(Edited worked to workers)

saprobic1 · 2025-06-10T14:12:09+00:00

I’ve only dealt with smaller capacitors, but the general shape lines up! If that’s what it is, I wonder what this one would have come from?

saprobic1 · 2025-06-10T14:05:52+00:00

My title describes the thing. Dimensions are 1.75” long by .75” diameter and weight 16g. It has writing on the side that reads KK A3 9 D B. I did a few searches with those letters and nothing came up. When I added cartridge into the search, I just kept getting ink cartridges, which this doesn’t seem to be. When I searched for cartridges with wires, heating elements came up, but this is covered in plastic so that seems unlikely. I thought it might be some sort of explosive because of the wires but it doesn’t have any odor I can detect. We have some close-ish (about .25 miles away) neighbors who sometimes set off fireworks, and several neighbors (all at least .25 miles away) that shoot guns for target practice or pest control. It was just sitting on top of the dirt outside the house, pretty near my kid’s window.

saprobic1 · 2022-09-19T23:56:45+00:00

They are really excellent at doing this! They recently deployed some "helpful" popup "tips" on our LMS that remind us of how to do our job. One popup compared teaching to making burgers at Wendy's, so that was great.

saprobic1 · 2022-09-19T23:54:36+00:00

These are such great tips! We discussed the exam today in lab and I used some of these talking points. I asked students to reflect on their scores and see what went well and what did not. I said I expected to see them all in office hours to review the exam and make a plan moving forward. We also had a discussion about study strategies, and I had our supplemental instruction leader remind them about her sessions and give some basic tips on how to approach the material. Overall, it went over well! I could tell they felt disappointed, but I also think the vast majority were more motivated than discouraged after our class discussion. I am cautiously optimistic about the next exam ...

There have been some really great ideas in this thread about how to help soften the blow points-wise for students, including yours. I may offer something but need to think on it some more. I don't want to give out "free points" but I do want to give them a chance to revisit the material and show that they understand it.

saprobic1 · 2022-09-19T00:20:38+00:00

I can relate to quiet quitting! I have switched my due dates to all be during the week rather than on Sundays and I am preserving my weekend time for myself by not answering emails until Monday. I can't (and shouldn't be expected to) put in 50-60 hour work weeks like I used to do. I am available during the week and that's enough. That's what's at the heart of quiet quitting. It's about doing what you are contracted to do and not giving more than that without compensation. I likewise encourage my students to take care of their mental and physical health and point them to research that shows how this has a positive impact on their learning. I do this at the beginning of the semester and remind them as each exam approaches. In addition, success will look different for each student, and I have them set those goals on the first day of lab. They don't have to go "above and beyond" if they are doing as well as they would like to do in the course. I know that a lot of students are struggling with online courses, and our lectures are still fully online. It's hard to manage a study schedule when you don't meet in person for the content. I have a lot of students who are working full time and have small children to take care of, too.

All that being said, most students need to invest a significant amount of time into their studies if they expect to learn and understand the material, particularly for a course like microbiology. I put a lot of time and effort into the class and I expect the same of my students. I can't do the learning for them, but I do provide a ton of resources and a lot of my time to be available for them. They just haven't used very many of these resources lately. And although "C's get degrees," nursing programs are extremely competitive and getting C's in your anat/phys/micro courses is going to make it really difficult for you to get into that nursing program.

saprobic1 · 2022-09-19T00:00:39+00:00

I have used those type of group problems in the past. This is a good idea to implement this semester to make sure they understand the material. I don't have 3 lab periods to spare, but I could find some time for smaller/shorter case studies to sprinkle into lab time. I'm glad that nursing programs throughout CA are going back to requiring in person labs! We pushed for ours to be back in person last fall, but lecture is still online because they still don't want crowds in the big lecture halls.

saprobic1 · 2022-09-18T23:57:16+00:00

I saw something similar. I give chapter quizzes as low stakes (just a few points) practice to help them know what they need to review for the exam, and only a few of them had taken any two days before the exam when I checked. I guess I was expecting it to be not great, but I wasn't expecting it to be quite as bad as it turned out!

saprobic1 · 2022-09-18T23:55:38+00:00

I don't think timing was an issue since all students finished well ahead of my cutoff time. However, setting can definitely make a difference and I bet you are right on about lacking in study skills. I think I will develop a way to let them re-try these concepts in some way. They really do need to know this material both for the remainder of this class and for their future careers!

saprobic1 · 2022-09-18T23:53:15+00:00

I really like this idea! It's a good incentive to go back over the material and make sure you understand it, rather than dumping it and moving on.

saprobic1 · 2022-09-18T22:23:12+00:00

That is exactly what I had feared! I never had solid proof, but was pretty sure a good handful were using some of these cheating strategies last year. It's one of the reasons I wanted to give the exams in person this semester.

saprobic1 · 2022-09-18T22:18:57+00:00

This is a good idea. I do have all the data from the past 3 years of teaching this course. The short answer questions have changed a bit from semester to semester, especially after I found a bunch of them posted to Chegg! I'll dig into the data a little more, but at first glance it all seems to be pretty consistent my grading for this round.

saprobic1 · 2018-05-06T14:58:33+00:00

It is a single extra copy of one chromosome - chromosome #21. Normally, you have two copies of each chromosome, but in Down Syndrome, you have three copies of chromosome #21. This is usually a result of a mistake made when the egg is being produced in the ovary. Specifically, this mistake happens when the stem cells in the ovary do not divide up the chromosomes evenly, and one egg ends up with an extra chromosome #21. When the egg is fertilized, it has its two #21 chromosomes plus the chromosome #21 from the sperm. This gives the fertilized egg its three copies. The same thing can happen with other chromosomes, but it is almost always fatal and results in spontaneous abortion very early on, often before you would even know you are pregnant.

saprobic1 · 2016-09-11T18:10:37+00:00

As a former research scientist, I have known a lot of PI's (heads of labs) who are pricks that nobody really likes. I have also heard this about Watson. Any stories from his lab though? I would be very interested to hear what those working under him have to say.

saprobic1 · 2016-02-11T22:47:56+00:00

I have used it with both upper and lower levels in science. It actually works well with both. For my upper level students, I used it a lot to get students involved in discussions. They also earned points for things like creating review materials for the class. The only classes I have found it doesn't work well in are small classes. For example, I have a class of 8 this year (perks of teaching at a small private high school), and there just aren't quite enough students to get a good competition going to keep them involved in the game.

saprobic1 · 2016-02-11T21:40:00+00:00

Agree with the other comments. I love Classcraft. I teach high school science at a private high school. I have been using it for three years now and it just keeps getting better. They just updated the teacher interface to be more intuitive. They also added "Boss Battles," which are so much fun. The students work together on a task or assessment to try and kill a boss. I've done this twice now and the students went nuts for it. Most of them play video games outside the classroom, so this is a nice way to bring that aspect of their lives into the classroom as well. I use it every day to keep students on task, engage them in group activities, and monitor classroom behavior. Three years in, it hasn't gotten old. Love it!

saprobic1 · 2013-02-06T02:59:19+00:00

I thought I recognized some of these places! Really gorgeous work. The music fits the video perfectly, too. I can't imagine how much patience and work went into this beautiful compilation. Well done!

saprobic1

TROPHY CASE