Category Mindtap pretest answers

Mindtap pretest answers

This exclusive content can be yours in a moment—all you need is to confirm or begin your membership. Text is; Eugene F. Brigham; Joel F. You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in. In addition to checking the Instructor Resources for the Instructor's Manual or answer key, you may be able to view certain answers directly in activities.

Download: Mindtap Cengage Critical Thinking Answers .pdf

This is the case in my class for Aplia and CNow. When I try the activity as a student or when I've viewing a submissionI can see the question and answer like this:.

So you may also want to try this if you're looking for something specific. Remember that you can always reach out to your local Cengage Learning Consultant as well if you'd like a print copy of the textbook, instructor's manual, etc. They may not be available in all cases, but it's worth asking. Why Join? How to Sign In. Sign In. Ask a Faculty Partner Expert. Turn on suggestions. Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type.

Showing results for. Did you mean:. Not a member yet? For example, in Are there answer keys in Mindtap? For example, in a normal textbook assignment the instructor's manual would include suggested answers.

Answer This Question. New Member. MindTap Text is; Eugene F. Comments 2. Unfortunately in this case the instructor resources for this text do not include keys for the assignments on MindTap. Ask your LC to check with the team to see if this is something they are working on and might be released eventually. Valued Contributor. For example, in a n Ask a Question. Type your question here Top Kudoed Posts. Subject Kudos Re: Is there a way to link the phone app and mindT Re: End of Module projects - are these different t Re: Modify the question-wording or response choice Re: Any idea how to make a physics test online?This exclusive content can be yours in a moment—all you need is to confirm or begin your membership.

I need to submit a students quiz in progress. She was not able to submit it after completing it. Does any one know how to do this. It is not an option when you click on the quiz. You must be a registered user to add a comment.

mindtap pretest answers

If you've already registered, sign in. Otherwise, register and sign in. We have had this happen on a couple of platforms. We believe it happens if a student has intermittent internet access. We haven't found a way to see their work on our end so if they think they may have a problem we ask them to take pictures with their phones.

It is usually the same students during the semester and they quickly learn where to take their quiz. If my students leave an exam and don't actually submit it for grade, then it tends to stay in "limbo" or "in progress". In SAM, I do have the ability to force grading for assignments that are "in progress", but I can't say for sure with some of the other products.

mindtap pretest answers

I am happy to investigate if I know what you are using and I know Cengage Support would be happy to help. Which digital solution are you using?

mindtap pretest answers

I use MindTap and have not found a way to submit quizzes for students. By chance, is the assignment set up to submit automatically at the due date? Best of luck! Why Join? How to Sign In. Sign In. Ask a Faculty Partner Expert.

Turn on suggestions. Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type. Showing results for. Did you mean:. Not a member yet? She is n I have a student with a quiz in progress. She is not able to submit her quiz. How can I submit it for her? Answer This Question. New Member. Comments 0.

Great Answers 1. She is not Hope this helps. Answers 2.This exclusive content can be yours in a moment—all you need is to confirm or begin your membership. I wanted to get some feedback from faculty at other schools using MindTap. Do you allow students to see the correct answers to questions they missed on a chapter quiz for example right after they take the quiz or a certain date after?

This is a debate that we are having in my department. So if you let them see the correct answers right after or even a few days after, are you not setting yourself up for more instances of cheating or possibly students saving the answers to give to other students in future classes.

But on the other hand isn't finding out what you did wrong part of the whole self-learning process and especially important in a purely online learning environment. You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in. My students find it very useful that I open the answers for a short time, so that they may review thier mistakes. I, too, randomize my questions, and have extra questions that are pulled in for the exam.

In theory, students could use this as a mechanism for dishonesty, but most students don't have the initiative to do so. Additionally, if you let them know that the exams are different and randomized, they usually won't put forth the effort to cheat because they don't think that it will be worth while. I use Mindtap exercises as a class preparation and study tool, but also as a point generating tool for additional points in my course.

As a result, they have a timed, one attempt for each exercise. They do not see the correct answer but do know what questions they get wrong in theory, to keep the questions more sustainable for future use than if they get the right answer.

For further test prep and review, I strongly encourage the use of the Adaptive Test Prep feature which gives them all kinds of questions similar to a test and all the feedback on right or wrong answers.

They can do these ATP quizzes as many times as they want and I don't monitor this activity. I like to review the answers with the class to help them understand why that specific answer was correct, or ask the others students explain the answers. It assits them to hear other ways not just me, the instructor.

From my own personal experiences, it help me for the final exam. I think there's a lot of right answers to this question because it all balances on the issue of student feedback; how much, how soon, or how often. Once the due date passes, they can see what they got wrong. In practice, the results are somewhat scattered. I only infrequently have students inquire what they got wrong, and then we can have a conversation. Thus far, I've seen a reduction in cheating - however we tend to teach Spring courses that are different from Fall courses, so with the time lag, student matriculation and updated scenarios, the opportunities to pass on answers is also reduced.

Sometimes, considering the modality of the class online? Online students do need to "see" their performance just like face-to-face students, but digitally releasing content can sometimes present a concern with possibilities for cheating. I make sure not to release content digitally for major assignments and exams until after a due date has passed for the whole class online for this reason. However, using Aplia in MindTap, students can get instant feedback and an immediate response on questions because the software has the randomization as well as various question sets that get pulled for different topics.

So if you haven't yet tried including some of the Aplia activities with your students, you may want to give that a shot. I let students see the answers after the HW or quiz deadline has passed. It is important for them to know what they missed and what the correct asnwers are, so that they don't make the same mistakes on exams again. Most of the questions I use are algoithmic, meaning that the numericals in the exercises change with each attempt, which is a loose safeguard against teaching also in case students share the answers with future students.

But for my course, because HWs have a low weight, it is not a very concerning issue.This exclusive content can be yours in a moment—all you need is to confirm or begin your membership. Another instructor asked me today if MindTap has the ability to accept assignments after the due date.

I know this feature is now available in SAM December release?

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You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in. I don't think the ability exists to accept assignments or posting after the due date on MindTap. You have a start and due date. You may Change the due date for the entire class or for selected students.

If you are new to MindTap, I would strongly suggest to avoid changing and accepting late assignments. Of course, there are always a few exceptions to the rule. What has worked best for me over the last 5 or 6 years is to open all assignments the first week and assign due dates for each chapter.

Write Experience MindApp – Assignments in MindTap

I do not open the last chapter because assignments must be completed before the last journal is submitted. This way, students can read and work ahead at their own rate and enhance their time management skills. So, when students say they were sick and forgot what day it was, I quickly remind them the advantage of working ahead. Circling back on this question as MindTap now has the ability to allow assignment submissions after the orginal due date. Once a due date has been assigned, you can set hte number od days past due date to accept the submission and also define a percentage late penalty.

Link to guide is below. Comprehensive Instructor Guide to the Progress App. There are changes rolling out before August. Maybe, we will have answers soon.

Why Join? How to Sign In. Sign In. Ask a Faculty Partner Expert. Turn on suggestions. Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type.

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HVAC Practice Test

Did you mean:. Not a member yet? MindTap Due Dates. Answer This Question.Describe the nonexpenmental pretest-posttest design and the quasi-experimental time-series design, and identify examples of these designs when they appear in a research report. The description of the non-experimental pretest-posttest design and quasi-experimental time-series design, and identification of examples of these designs when they appear in a research report. Describe the non-experimental pretest-posttest design and quasi-experimental time-series design, and identify examples of these designs when they appear in a research report.

After identifying a new idea for research, we have to form a hypothesis, decide how to define and measure the variables, and determine which individuals should participate in the study and how to treat them ethically the next step is to select a research strategy. The selection of a research strategy is usually determined by the kind of question we plan to address and the kind of answer we hope to obtain-in general terms, what we hope to accomplish.

It uses preexisting groups, one of which serves in the treatment condition and the other in the control condition. The researcher does not randomly assign individuals to the groups. It is a research study that simply compares preexisting groups because its goal is to establish differences between the preexisting groups. This type of study often is called ex post facto research because it looks at differences "after the fact," that is, at differences that already exist between groups.

A differential study uses a participant characteristic such as gender, race, or personality to automatically assign participants to groups. The researcher does not randomly assign individuals to groups. It compares two nonequivalent groups of participants. One group is observed measured after receiving a treatment, and the other group is measured at the same time but receives no treatment.

This is an example of a non-experimental research design. It compares two non-equivalent groups. One group is measured twice, once before a treatment is administered and once after. The other group is measured at the same two times but does not receive any treatment.

Because this design attempts to limit threats to internal validity, it is classified as quasi-experimental. The second general category of non-experimental and quasi-experimental designs consists of studies in which a series of observations is made over time. Collectively, such studies are known as pre-post designs. In a typical pre-post study, one group of participants is observed measured before and after a treatment or event. It is a research study in which a series of observations is made over time for one group of participants.

In general, the internal validity of a pre-post study is threatened by a variety of factors related to the passage of time. During the time between the first observation and the last observation, any of the factors history, instrumentation order effects, maturation, and statistical regression could influence the participants and cause a change in their scores. Unless these factors are controlled or minimized by the structure of the research design, a pre-post study cannot approach the internal validity of a true experiment.

Here, we introduce two examples of pre-post studies: the one group pretest-posttest design and the time-series design. The first of these designs makes no attempt to control the threats to internal validity and, therefore is classified as non-experimental.This exclusive content can be yours in a moment—all you need is to confirm or begin your membership. Text is; Eugene F. Brigham; Joel F.

You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in. In addition to checking the Instructor Resources for the Instructor's Manual or answer key, you may be able to view certain answers directly in activities. This is the case in my class for Aplia and CNow.

When I try the activity as a student or when I've viewing a submissionI can see the question and answer like this:. So you may also want to try this if you're looking for something specific. Remember that you can always reach out to your local Cengage Learning Consultant as well if you'd like a print copy of the textbook, instructor's manual, etc.

They may not be available in all cases, but it's worth asking. Why Join? How to Sign In. Sign In. Ask a Faculty Partner Expert. Turn on suggestions. Auto-suggest helps you quickly narrow down your search results by suggesting possible matches as you type. Showing results for. Did you mean:. Not a member yet?A question EPA practice test comes with our materials.

The questions are based on industry standards and offer a comprehensive coverage of the fundamental subject matter found on most HVACR certification exams. Our question HVAC practice test provides:.

Grade Answers as You Go. Incorrect answer. Please choose another answer. Prev Next Finish. Quality starts with Our practice exam writers:. Where : HVACR certification exams are typically administered at various testing centers, schools and other locations throughout the United States. When : There are various times throughout the year so check with the exam provider for information. Why : Certification programs improve technical competency and safety allowing technicians to demonstrate competency and earn more money.

Time : Time varies. The average time is 2 hours. Bookmark Page. Two locations where a cold air return should be installed:. Open area of wall and low to the ground.

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Heat moves toward a place with lower intensity. Heat moves toward a place with a higher temperature. How fast heat will travel. The quantity of heat. The volume of heat. How hot something feels. The temperature of heat in a substance.


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